In this blog post, I would like to focus on ADHD diagnosis in Korea and consider whether we should view children’s behavior as a disease.
ADHD has recently been troubling parents of elementary school students in Korea. The starting point was a teacher’s consultation with the parents of elementary school students who could not sit still in their seats for long periods of time and could not concentrate on class, saying, “I suspect that your child has ADHD.” Parents who have no way of knowing about their child’s life at school go to the hospital with their child and get a diagnosis for ADHD. In fact, many parents feel embarrassed when they receive this diagnosis. This is because their child, who they had previously thought was just a lively and energetic person, is now labeled with the disease of ADHD. This also changes the way parents look at their child.
Attention deficit disorder has begun to be considered a mental illness in modern society. From the perspective of parents, such measures may seem like an unavoidable choice. This may be because ADHD itself is recognized as a disorder. However, the various problems that arise from the fact that a child has ADHD are seen as a bigger obstacle. ADHD can make it difficult for children to form harmonious relationships with their friends, and as they get older, it can hinder their ability to perform tasks that require a high level of concentration. In addition, the social stigma associated with ADHD is a major burden for parents. They are afraid that their child will be viewed as “problematic” by others and are worried that their child will be bullied at school. This is a big problem for Korean parents, who place great importance on university entrance exams and their children’s social relationships.
But doesn’t this excessive anxiety about ADHD actually make children sick? Children’s lifestyles are fundamentally very different from those of adults. The educational methods and basic policies at schools all come from the minds of adults. But aren’t we putting children who don’t fit this mold into the category of “wrong” rather than “different” by labeling them with the disease of ADHD? If so, aren’t we lacking in our efforts to understand their behaviors and characteristics from the perspective of children, rather than from the perspective of adults? It is already a well-known fact that growing children seek a dynamic state rather than a static state, and that this is beneficial to their growth. The tendency of children to be constantly moving and active may be a natural phenomenon that indicates their healthy development. Therefore, rather than unconditionally labeling this behavior as a symptom of ADHD, we should provide children with opportunities to release the energy they need. We should recognize that it can be very difficult for children to sit in one place and listen to classes for a fixed period of time at school. Who can define these children as patients with ADHD? Moreover, children diagnosed with ADHD may be limited in their potential by incorrect preconceptions. Children who are undergoing normal growth and development may actually think they have a disability and show more severe symptoms or become introverted in front of others.
Schools should focus more on understanding these children rather than recommending an ADHD diagnosis. First, it is important to understand that children of this age have a lot of energy. In addition, teachers need to understand the different learning styles of children and create an educational environment that accommodates them. Korean schools promote outdoor activities for children by assigning a certain amount of physical education time. However, this is far less than the amount of time spent on physical activity in other countries. For example, countries like Finland and Denmark guarantee at least one hour of outdoor activity per day, which helps children maintain their physical health and focus better on their studies. Schools should increase the amount of time spent outdoors so that children can release their energy through sufficient activities. In addition, schools should recognize the diversity of each student. It is not easy to bring children with different characteristics together in a single place and teach them the same things. It is more important than anything to develop educational programs that respect the individual preferences of children and strengthen their strengths. Schools may not be able to let children take only the classes they want. However, encouraging children to participate in class by giving them a weighting factor for subjects they are interested in can also be a way to improve their concentration. In this way, children can discover their interests and become more independent in their learning.
While it may be natural for ADHD to be classified as a disorder based on medical research, we must always remember that excessive suspicion of ADHD can be harmful to children who are undergoing normal development. Furthermore, our society should recognize children’s “differences” as their unique personalities and potential, not as diseases, and create an environment that supports their growth based on this. It is necessary to build a more flexible and inclusive education system, keeping in mind that ADHD diagnosis cannot be the solution to all problems.
