Have you just received an ADHD diagnosis for one of your children and aren’t quite sure what it means? It’s completely normal to feel overwhelmed, uncertain, or even a little afraid.
ADHD (Attention Deficit Hyperactivity Disorder) is more common than it might seem, and receiving a diagnosis is not the end — it’s the beginning of a journey toward understanding and support. If you’re the one who has received the diagnosis, you might find it helpful to read this other article by my colleague.
What Is ADHD?
ADHD is a neurodevelopmental disorder, as defined in the DSM-5 (the diagnostic manual used by mental health professionals). These types of disorders begin in the developmental period and persist throughout life.
The heritability rate of ADHD is very high, estimated at around 77%. However, while genetics play an important role, environmental factors also influence and shape a child’s development. Approximately 5% to 7% of the child population has ADHD, and it is diagnosed more frequently in boys than in girls. This difference seems to stem, in part, from diagnostic bias: girls often display more internalized (less visible) symptoms, while boys tend to show more externalized (more noticeable) behaviors.
ADHD Subtypes
If a professional has confirmed that your child has ADHD, they have likely also identified a subtype. There are three main subtypes:
- Predominantly Inattentive: meets the criteria for inattention, but not for hyperactivity-impulsivity.
- Predominantly Hyperactive-Impulsive: meets the criteria for hyperactivity-impulsivity, but not for inattention.
- Combined: meets the criteria for both types.
These subtypes depend on the number and nature of the diagnostic criteria met.
Inattention
- Makes careless mistakes or overlooks details.
- Has difficulty sustaining attention in tasks or activities.
- Seems not to listen when spoken to directly.
- Fails to follow through on instructions or finish tasks.
- Struggles with organization and time management.
- Avoids tasks that require sustained mental effort.
- Frequently loses items necessary for tasks or activities.
- Is easily distracted by external stimuli or thoughts.
- Forgets daily activities.
Hyperactivity and Impulsivity
- Is constantly moving or fidgeting with hands or feet.
- Gets up from the seat when remaining seated is expected.
- Runs or climbs in inappropriate situations (in adults: feelings of restlessness).
- Has difficulty playing or engaging in leisure activities quietly.
- Acts as if “driven by a motor.”
- Talks excessively.
- Blurts out answers before questions have been completed.
- Has difficulty waiting for their turn.
- Interrupts or intrudes on others’ conversations, games, or activities.
Diagnostic Criteria
These difficulties must have appeared before the age of 12, since ADHD is a neurodevelopmental disorder. It is essential to conduct a differential diagnosis, because not all attention, emotional regulation, or behavioral problems are due to ADHD. Factors such as daily routines or excessive screen use can also have an impact.
Although ADHD is a clinical diagnosis, a comprehensive assessment is recommended. This should include information from the school, the family, and the child, along with standardized tests. These assessments typically evaluate general cognitive abilities, attention processes, executive functions, and socioemotional development.
It is estimated that around 85% of children with ADHD have at least one comorbidity, making in-depth evaluation crucial. ADHD should not be diagnosed before the age of 6–7, but that doesn’t mean early intervention isn’t possible; you can begin working on the areas where difficulties are observed.
Understanding ADHD
The “brain-in-your-hand” model, proposed by Dr. Dan Siegel, offers a simple and visual way to understand how our brain works, especially useful when explaining it to children or families. Of course, the brain is much more complex, but this educational metaphor helps us visualize its main parts and how they interact. Imagine your hand closed into a fist:
- The wrist represents the brainstem, which controls basic and automatic survival functions such as breathing.
- The thumb tucked inside represents the emotional center, where strong emotions, memories, and instinctive reactions (like those from the amygdala) are processed.
- The fingers folded over the thumb represent the prefrontal cortex: the “thinking” part of the brain that allows us to reflect, make decisions, plan, control impulses, and regulate emotions.
When the fist is closed, all these brain areas work together harmoniously: we think, feel, and act in balance. But when stress or frustration rise, the fingers lift: the rational part “disconnects” from the emotional part. In that moment, we react impulsively or emotionally — what Siegel calls “flipping your lid.”
For children with ADHD, the main challenge lies precisely in the prefrontal cortex, the area responsible for executive functions: planning, regulating behavior, controlling attention and managing emotions. That’s why it’s not that they don’t want to, but rather that they often struggle to do so.
As psychologist Rafael Guerrero explains, the prefrontal cortex works like the conductor of an orchestra: it organizes, sets the pace, and coordinates all other parts. When the conductor has trouble keeping rhythm, each instrument (emotion, attention, action) starts playing on its own.
How Can We Help Children with ADHD?
The most effective approach is a multidisciplinary treatment, involving different professionals such as psychologists, neuropsychologists, child psychiatrists, educational psychologists, speech therapists, and teachers.
Types of Intervention
- Medication: Always under professional supervision. Medication is not recommended as the first option for children, except in severe cases or when therapy has not been effective. Even then, it should be combined with psychological intervention.
- Child-focused intervention: Psychological and neuropsychological therapy tailored to the individual case. If other difficulties are present (such as learning or language disorders), additional support from educational psychologists or speech therapists may be required.
- Parent-focused intervention: Parents play a key role. These sessions provide space to resolve doubts, understand neurodiversity, and learn strategies for daily life. Coordination between the therapist and the family is essential.
- Teacher-focused intervention: Because children spend a large part of their day at school, collaboration with teachers and the educational team is fundamental. Smooth, personalized communication helps improve the child’s emotional well-being and academic progress.
Receiving an ADHD diagnosis for your child is not the end: it’s the beginning of a path toward understanding, support and growth.
ADHD is a common neurodevelopmental disorder with a strong hereditary component, though environmental factors also play a role. It can present in three subtypes: inattentive, hyperactive-impulsive, and combined; and symptoms must have appeared before the age of 12. Diagnosis should be comprehensive, including input from family, school, and standardized assessments, since other difficulties often coexist.
The “brain-in-your-hand” model reminds us that children with ADHD are not lacking in willpower, they face real challenges with self-regulation. They need understanding, tailored strategies, and adults who can guide and support them. The most effective approach is multidisciplinary and coordinated, combining professional work, family collaboration, and school involvement.
With empathy, structure, and the right strategies, children with ADHD can develop their strengths and reach their full potential.
Resources
Los 4 cerebros de Arantxa – Rafael Guerro (libro para los más pequeños)
About the author
Laura Redondo Fidalgo is a Clinical Psychologist and Neuropsychologist at Sinews. She works with a wide range of issues, including anxiety, depression, grief, self-esteem, and interpersonal relationship problems, among others. Her approach is cognitive-behavioral, but she also incorporates tools and techniques from other modalities, such as Third Generation Therapies, adapting to the specific needs of each patient, thanks to her continuous training.
Division of Psychology, Psychotherapy and Coaching
Psychologist
Children, adolescents and adults
Languages: English and Spanish