Article
Attention
Comment
Psychology
6 min read

Paying attention to ADHD– is it really just a fad?

Media fixation with ADHD caught Henna Cundill’s eye, so she decided to investigate its struggles and superpowers.
From a darkly shadowed face, a single illuminated eye stares.
Brands&People on Unsplash.

In a feat of irony, attention deficit hyperactivity disorder (commonly known as ADHD) is now getting a lot of attention. For example, between 28 and 31 January The Times newspaper published one article per day about ADHD. Intrigued, I looked back over the past few months, and I found that The Times has averaged 8 to 10 articles per month which are either partly or exclusively about this topic. These range from celebrity diagnoses to handwringing over the “troubling rise” in incidents of the condition, to concerns about parents gaming the system to get their children disability payments or extra time in exams.  

With all this media hype, it is little wonder that some commentators are inclined to dismiss ADHD as a fad. Scroll through the comments beneath each article, and you will reliably find the rallying cry of, “We didn’t have ADHD in my day!” followed by the patient responses of those who try to correct this fallacy.  

While the high public profile of ADHD is new, the condition itself is not. As early as the mid-1700s a Professor of Medicine called Melchior Adam Weikard was describing patients who were “unwary, careless, and flighty” – behaving in ways governed by impulse, and showing poor skills in punctuality, accuracy, and having an inability to complete tasks, to the detriment of their mental health. His description is of its day. For example, and somewhat amusingly, Weikard (himself German, but at this point living in Russia) also described his patients as follows:  

Compared to an attentive and considerate person such a jumpy person may act like a young Frenchman does in comparison to a mature Englishman. 

Even so, Weikard did not unconsciously adopt all the prejudices and stereotypes of his context: he broke firmly with existing medical consensus when he diagnosed these patients as having a “dysregulation in cerebral fibres” – rather than attributing their difficulties to astrological misalignments or demon possession.  

By characterising ADHD as a brain-based condition, Weikard was ahead of his time, and we’ve come a long way since then. This is not the place to chart the whole biography of ADHD, suffice to say that when someone rolls their eyes and declares dismissively, “We didn’t have ADHD in my day…” – they are either over 300 years old or not talking like a mature Englishman, even if they read The Times.  

The negative side of the condition as being in a constant fight with one’s own thoughts and senses – these are doughty opponents, they always know where to find you, and they only sleep when you do. 

Another thing that is not new, despite what cynical commentators might seek to imply, is the treatment of some aspects of ADHD with medication.  

Doctors have been prescribing amphetamines to patients with ADHD since at least the 1950s. Yet now those medications are in short supply. Contrary to the media hype, fewer than 1 in 10 people with an ADHD diagnosis take prescribed medication, but for some of those who do it can be a lifeline – calming down a washing machine mind that is stuck on constant spin.  

One acquaintance of mine has taken to anxiously touring the local pharmacies, driving to neighbouring towns and villages, desperate to get her prescription filled.  

Another is passing her own tablets on to her son, whose prescribed supply ran out sooner. Sharing prescription medication is, I am duty-bound to add, an illegal practice – but it is hard to expect a parent to medicate themselves whilst seeing their own child struggle to attend school, to complete exam papers and to just generally feel (and I quote) “like a normal person.”  

People who have ADHD sometimes describe the negative side of the condition as being in a constant fight with one’s own thoughts and senses – these are doughty opponents, they always know where to find you, and they only sleep when you do.   

This is not to overlook that there are positives to ADHD too – it is often pointed out that the condition entails a degree of “superpower.” A person living with ADHD may have an incredible ability to focus on one difficult problem to the exclusion of all else, and thus solve it, perhaps devising creative solutions that elude those with a more pedestrian style of thought.  

Also, it is common for people who live with ADHD to be dynamic conversationalists, with high social intelligence and empathy, priming them for success at tasks like broadcasting and debating. Many elite athletes also live with ADHD and say that they able to strive for excellence due to their restless energy and resilience in the face of tough training regimes.  

Given the mixed bag of struggles and superpowers, there is a raging debate about whether ADHD should even be considered as pathology, or just as a neurodivergent way of being human. I suspect there is no right or wrong answer to this – for each person who lives with ADHD it depends on their own experience and how they feel it helps or hinders them to live the life they choose. Neither is it a binary choice: more than one of my own acquaintances who live with ADHD has described themselves as being in a “love-hate relationship” with their neurodivergence.   

ADHD challenges me to unfold my mind too – to become ever more aware and appreciative of the fact that there are many ways to be human. 

Neurodiversity, like any kind of diversity, challenges the way we live to together in communities, choosing or refusing to show empathy towards those who are perceived as ‘other’. There are several places in the Bible where human interconnectedness is likened to the human body – made up of many different parts, with each member dependent on the other for the wellbeing of the body as a whole. In one of his letters, St Paul wrote, “If the whole body were an eye, where would the hearing be? Or if the whole body were an ear, where would the sense of smell be?” Society needs problem solvers, communicators, high achievers, even while society also needs people who can structure, plan and maintain consistency – and above all, society needs these different neurotypes to work together with a certain amount of mutual understanding and trust.  

Reflecting further on the body metaphor, Paul also wrote this: “If one part of the body suffers, the whole body suffers with it.” It is estimated that about 5 per cent of people in the UK has ADHD, so it is likely that includes someone you know. The majority don’t take regular meds, but if you are connected to someone who is usually reliant on these, the next few months may be a time of particular stress and anxiety, as the current medication shortage is expected to continue into late spring. This affects not just those living with ADHD, but all of us, as we live together in our families, communities, and networks. Not everyone chooses to be open about having an ADHD diagnosis, but if they are, now might be a good time to ask them how they experience this condition, both with its positives and negatives, and how you can support them if they are managing without their usual prescription. 

The body metaphor, and Paul’s teaching around it, reminds us that diversity is no accident, God has always been attentive to those who feel divergent or far from the centre, as Jesus affirmed when he announced his ministry would be for the poor, the prisoners, the disabled and the oppressed. The psalmist too, observes that God’s attention and concern for us is so complete, that one is “…hemmed in, before and behind” – even if one strays to the very ends of the Earth, or drives to the pharmacy in the next village. Thus, while the media circus may be new, we can be sure that God has always been attentive to those with ADHD, and wider society is called to be likewise. 

Writing for The Times, Esther Walker describes ADHD as “…the health story that keeps unfolding.” Well, certainly every time I unfold my newspaper, there it is again. But ADHD challenges me to unfold my mind too – to become ever more aware and appreciative of the fact that there are many ways to be human: usually complex, sometimes difficult, often brilliant, and always interconnected.  

Related articles

Article
Comment
Education
6 min read

Shouldn’t you be in school?

Beyond headlines about school refusers and ghost children, lies a challenge to adult notions of schooling. Henna Cundill unpacks the issue, inspired, in part, by fish.
A school of tropical fish swims to the right, while one swims to the left.
A school of tropical fish off the Maldives.

The squeaky black shoes are back in the hall, and by now all the white polo-shirts in the land (except aged 4-5, slim-fit) have been snaffled by harassed mums and dads. Yes, it is that time of year again – the time for newspaper editors to dredge up some statistics about the rising number of “school refusers” – anxious young people whose squeaky shoes and white polo shirts are looking set to never leave the house.  

The numbers are “spiralling” frets the Guardian, and the Daily Mail asks “Are you raising a ‘ghost child’?” Forth come the stock images of a sulky teenage girl pulling the duvet over her face, or a young boy with an oversized backpack and hands clamped firmly over his ears. A parent, frowning, is quoted as saying that the school isn’t doing enough. A headteacher, eyebrows knitted, says how difficult it is without the support and cooperation of the parents. Then everybody shakes their heads and blames the pandemic. 

In my time as a School Chaplain, before the pandemic, I saw how truly awful school refusal is – for everyone involved. Beneath the covers, underneath the backpack, there is actually no “refusal” of anything – in fact, there is a campaign to get rid of this term, which I heartily support. Refusal implies there is a choice, but when a young person feels so overwhelmingly anxious and afraid, there is no choice for them, other than fight, flight, or freeze. Parents and caregivers feel judged, teachers are largely helpless. Social workers, when they get involved, quickly feel like they are the enemy of absolutely everyone involved. Surrounding any long-term school refuser there is often a hot mess of frustrated adults, and underneath the frustration, sadness.  

No Scouts, no community choir, not even traipsing down to the park to hang out informally with their peers. Instead, anxiety traps them into the perceived safety of home. 

Why sadness? Because we know that, regardless of our views on the importance of cookie-cutter educational attainments, no young person should be isolated. Even families who are committed and evangelistic about home-schooling will also schedule social activities for their children, be it membership of various clubs and organisations or group sessions of learning with other home-schooled kids. But the school refusers I have known have typically also refused anything like that. No Scouts, no community choir, not even traipsing down to the park to hang out informally with their peers. Instead, anxiety traps them into the perceived safety of home, that one tiny corner of the world where they have a sure sense of belonging and some modicum of control.  

With the idea of “belonging” in mind, perhaps it is helpful to think about what a school actually is. The word school is multi-faceted in meaning. In nature, it denotes a group of fish, all swimming together. Such behaviour would seem counter-intuitive, since it means that all the fish are then competing for the same food or other resources. But ask any fish and it will tell you that being part of the group is itself a resource, enhancing their ability to find food and to protect themselves from predators. We could put this a more familiar way: a school is where the whole is greater than the sum of its parts.  

There’s also another meaning to the word school – groups of creatives or philosophical thinkers whose styles and methods influence and complement each other, e.g., “His paintings are those of the Impressionist school.” We can see how, in these schools, people spark off one another, constantly developing and refining their own work in response to the work of others. Those with greater skill and experience mentor those who are just beginning. In this respect, we could say that a school is where people can push the boundaries of human creativity and knowledge.   

Since the ancient days, when learners gathered around the Greek philosophers, first to listen, then to discuss, and then to refine ideas, we have gathered our young people into schools for the purpose of educating them. We have long acknowledged that the best learning is a group activity which takes place over time. This is why home schoolers also schedule the clubs and activities – not just because children need friends (although that is important) but because there is a particular “other” kind of human progress that happens when we have to rub along with other people. When learners are placed in groups, ideas can be tested, boundaries can be overcome, creativity meets with critique - the whole quickly becomes greater than the sum of its parts.  

You may notice that many schools promote themselves as being a “learning community” or a “family.” It’s not just about being twee – research shows that promoting a sense of belonging reduces the amount of school refusal and non-attendance. We know that belonging matters, as Belle Tindall has recently discussed, and that a sense of belonging can impact our health and even our mortality. (“Well, I told you so!” says the fish.)  

This was something the early Christians knew too. In the first few decades after Jesus’s life and ministry they gathered in groups to pray and to discuss, just like those earlier followers of Plato and Aristotle had done. There was an eagerness to learn from those who had heard Jesus’ teaching first hand, and to develop and refine their understanding of what that teaching could mean in practice. It was a school, although they called it a church – or strictly speaking an ecclesia in the Greek, which just means a gathering of people.  

In the ecclesia there was good natured debate, but also some spicy disputes and arguments, along with a lot of discussion about who was “in” and who was “out” - something which is also a hot topic in the school playgrounds of today. Into that context, Paul (one of the first leaders of the ecclesia) wrote that the church was a bit like a human body, in which:  

The eye cannot say to the hand, “I don’t need you!” And the head cannot say to the feet, “I don’t need you!” 

His point was that belonging is about knowing not just that you belong but that you are needed. In a human body, different parts have different roles, and Paul also asks his readers to consider this point:  

“If the whole body were an eye, where would the sense of hearing be? If the whole body were an ear, where would the sense of smell be?”  

I have seen that schools do often try very, very hard to communicate to young people that they belong. But, shackled to the syllabi and never more than a few short months away from the next round of exams or individualised assessments, it’s much harder for schools to show young people that they are needed. With our present system, how can we show young people that, even if they are not predicted to be the student in the class who gets straight A’s, their presence there in the group and their role in the learning process is vital, and contributes to the learning of others? 

When it comes to the presence of absence among our young people, schools have often gone as far as they can practicably go, as have parents, as have social workers. And the young people themselves? Well, they are stuck – biologically their only options are fight, flight, or freeze.  

So that leaves us, the society that over-emphasises individualised achievement, that glorifies celebrity and individual success. In adulthood we so quickly forget how to “do” school, how to model it to our young people, swimming all together in a way designed to promote human knowledge, protect each other from danger or even just to ensure that everyone gets fed. No wonder our young people absorb a sense that their presence isn’t needed, when in so many areas of life it’s every fish for themselves. 

As adults, perhaps we should be asking ourselves the question: why aren’t we in school?          

Related articles