ADHD Research Studies with Powerful, Practical Insights

ADHD: New Research with Powerful, Practical Insights

ADHD (Attention Deficit Hyperactivity Disorder) affects children, adolescents and adults. Symptoms include difficulties controlling impulses and temper, maintaining concentration, sitting still, waiting or paying attention for longer periods.

ADHD research is ever growing. We know that ADHD is related to impairments in the executive functions of the brain – the ability to think and plan ahead, impulse control, organisation, and staying with a task through to completion. It has nothing to do with intelligence or personality.  People with ADHD can be as intelligent, charming, capable and likeable as anyone. It’s also not about ‘bad behaviour’.  Kids with ADHD want to do the right thing. They want to be able to sit quietly, be still and do as they’re asked, but their brains won’t let them. 

The more that research is able to add to our understanding of ADHD, the greater our capacity to provide more effective forms of treatment and support. Here are some important practical insights.

The ADHD Research.

  1. Let them move! (It’s good for them.)

    People with ADHD tend to move, a lot, and we’re now discovering that there’s a very good reason for this – movement aids their cognitive function. Those who move more intensely perform better on cognitively demanding tasks that demand greater attention.

    In a study of pre-teens and teenagers with ADHD, researchers at the University of California found that greater movement – both in terms of intensity and frequency – was correlated with significantly better cognitive performance.

    A second study from the University of Florida found similar results, demonstrating that excessive movement plays a critical role in the way people with ADHD remember information and process complex cognitive tasks. There is something about that excessive movement that enhances their working memory – the important brain system that temporarily stores and manages the information needed to perform complex cognitive functions such as learning, reasoning and comprehending.

    This adds to previous research by the study’s author which found that children with ADHD showed excessive movement only when they were using the brain’s executive functions, particularly working memory. This challenges previous beliefs that excessive movement was always there in children with ADHD. It’s not always there, only when they need it to be to maximize their cognitive function.

  2. Stopping kids with ADHD from moving is detrimental.

    Traditionally, interventions have aimed to decrease hyperactivity, but this undermines their capacity to perform and achieve well.

    Children with ADHD need to be able to move to maintain alertness and to maximise cognitive function. In contrast, when children without ADHD move during cognitive tasks, their performance is worse.

    This research strongly suggests that it’s detrimental to try to keep ADHD kids still, particularly in the classroom. If we want them to learn, which we do – they are bright, creative and capable – we need to find a way to let them move. This doesn’t mean letting them run around the classroom, but rather letting them do what they need to, provided it’s not intrusive. Feet tapping, leg swinging, squirming in their seat – let them go. Research is telling us that the bulk of students with ADHD will perform better at exams, homework and class work if the, say, are allowed to work while sitting on activity balls or exercise bikes.

    Of course, this has to be measured with the disruptiveness to the rest of the class, but the more a balance is able to be achieved between maximizing opportunities for people with ADHD to move, while at the same time minimizing the chance of distraction to the rest of the class, this will allow people with ADHD the opportunity to participate and achieve on a more level playing field as more with their peers.

    [irp posts=”141″ name=”ADHD Diagnosis: Finally A Foolproof, Accurate Measure”]

  3. Omega 3 and 6 improves symptoms.

    35% of children and adolescents who are diagnosed with ADHD have a subtype called ADD – inattention without hyperactivity. Research has found that for these children Omega 3 and 6 supplements improve symptoms.

  4. Inability to recognise angry facial expressions. 

    Researchers have found a difference between the way children with ADHD and without ADHD respond to angry facial expressions. When children were shown happy faces, there was a measurable response in the brains of those children with ADHD and those without ADHD. There was a difference though, between the two groups of when they were shown angry faces. Unlike their non-ADHD peers, children with ADHD did not show any neural response when they were shown faces with angry expressions. 

    Recognition of emotion is important to the establishment and maintenance of social relationships. The inability of children with ADHD to identify when someone is angry may be the reason they tend to struggle with peer relationships. That’s the bad news. The good news is that by being aware of this deficit, support can be tailored towards this to increase their capacity to respond more effectively in social situations. Try working towards increasing their awareness around the way people change – in facial expression, voice, body language etc when they become angry. Role play might be one way to do this. 

  5. Aerobic exercise before school can ease ADHD symptoms.

    Aerobic exercise before school can help to ease the symptoms of ADHD in the classroom and at home. We know that children generally show improved brain function and better maths and reading skills following physical activity. In a study of 200 students ranging from kindergarten to second grade, half the group participated in moderate to vigorous physical activity each day before school while the other half completed more sedentary classroom based activities. All students showed improvements, but with children who showed early symptoms of ADHD, those who participated in the exercise group showed a wider range of improvements than those who were in the sedentary group.

  6. Playing outdoors in natural green settings reduces symptoms.

    Children with ADHD who regularly play outdoors in natural settings where there are lots of trees and grass have milder symptoms than those who play inside or in built outdoor environments. This is in line with previous research that has found that even for people without ADHD, brief exposure to green outdoors improves concentration and impulse control. Children who were high in hyperactivity (ADHD rather than ADD) benefitted more if they played in an environment that was green and open, such as a soccer field, or an expansive lawn, than if it was just green, such as a green space with plenty of trees or a built setting, indoors or outdoors.

Parenting a Child with ADHD.

As with any child, parenting a child with ADHD will have it’s great days, it’s challenging days and lots of days in between. Over time, a child with ADHD will increasingly be able to step back and think about whether or not a course of action or a behaviour is a good idea, but this will take time. Here are some things to try in the meantime. (And if you’re already doing some of them or all of them, well it’s always good to know you’re on the right track.):

  • Decide what you will ignore and what you won’t accept. Nobody is perfect and one of the greatest gifts we can give our kids is showing them that they don’t have to be. One way to do this is by tolerating or ignoring the things they do that don’t really do any harm.
  • Be gentle with yourself. If you lose your temper now and then, have the odd day that’s a parenting disaster, or get it wrong sometimes, you won’t break your child forever. Adults aren’t perfect either.
  • Have clear, consistent rules so everyone knows where they stand.
  • Have a predictable routine, but be flexible enough to bend a little when it’s needed.
  • Whenever you can, let them move – and if it’s in a green, open space, even better.
  • Connect them to as many things as you can – special places, things they love to do, pets, nature, the family, rituals (e.g. a family bike ride on a Sunday/ walking the dog with you on a Wednesday). Most importantly, make sure they’re connected to you – they just want to be your hero too, remember- eat meals with them, talk to them, read to them (they’re never too old for that).
  • Play with them – let them take the lead, make suggestions and sometimes decide the rules. Play is the opposite of doing as you’re told and is a way for them to learn about themselves and experiment with the way they are in the world and in relationships. By playing with you, they can learn what works and what doesn’t in a gentle, loving environment and they can take that learning into their own peer relationships. 
  • Provide opportunities for them to achieve mastery and recognition. It doesn’t matter what it is – if it’s something they can be successful at, and recognise their ability to do something well, it will do amazing things for their confidence and self esteem.  

ADHD has its challenges, but all kids do. With ADHD, the challenges are just more obvious. Like anything, if it’s managed well over time it can be an asset and kids who are diagnosed and supported will go on to be superstars. There’s no reason for them not to be.

ADHD has been likened to having a Ferrari for a brain. It’s fast, powerful and in many situations, when it’s handled effectively, it will be a winner. The problem is that this Ferrari engine has feet through the floor for breaks. Not being able to go slow, stop or pause when you need to can cause a bit of trouble, but with the right support, knowledge and treatment, and given time, children ADHD can thrive.

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Their words might be messy, angry, sad. They might sound bigger than the issue, or as though they aren’t about the issue at all. 

The words are the warning lights on the dashboard. They’re the signal that something is wrong, but they won’t always tell us exactly what that ‘something’ is. Responding only to the words is like noticing the light without noticing the problem.

Our job isn’t to respond to their words, but to respond to the feelings and the need behind the words.

First though, we need to understand what the words are signalling. This won’t always be obvious and it certainly won’t always be easy. 

At first the signal might be blurry, or too bright, or too loud, or not obvious.

Unless we really understand the problem behind signal - the why behind words - we might inadvertently respond to what we think the problem is, not what the problem actually is. 

Words can be hard and messy, and when they are fuelled by big feelings that can jet from us with full force. It is this way for all of us. 

Talking helps catalyse the emotion, and (eventually) bring the problem into a clearer view.

But someone needs to listen to the talking. You won’t always be able to do this - you’re human too - but when you can, it will be one of the most powerful ways to love them through their storms.

If the words are disrespectful, try:

‘I want to hear you but I love you too much to let you think it’s okay to speak like that. Do you want to try it a different way?’ 

Expectations, with support. Leadership, with warmth. Then, let them talk.

Our job isn’t to fix them - they aren’t broken. Our job is to understand them so we can help them feel seen, safe, and supported through the big of it all. When we do this, we give them what they need to find their way through.♥️
Perth and Adeladie - can't wait to see you! 

The Resilient Kids Conference is coming to:

- Perth on Saturday 19 July
- Adelaide on Saturday 2 August

I love this conference. I love it so much. I love the people I'm speaking with. I love the people who come to listen. I love that there is a whole day dedicated to parents, carers, and the adults who are there in big and small ways for young people.

I’ll be joining the brilliant @michellemitchell.author, Steve Biddulph, and @matt.runnalls for a full day dedicated to supporting YOU with practical tools, powerful strategies, and life-changing insights on how we can show up even more for the kids and teens in our lives. 

Michelle Mitchell will leave you energised and inspired as she shares how one caring adult can change the entire trajectory of a young life. 

Steve Biddulph will offer powerful, perspective-shifting wisdom on how we can support young people (and ourselves) through anxiety.

Matt Runnalls will move and inspire you as he blends research, science, and his own lived experience to help us better support and strengthen our neurodivergent young people.

And then there's me. I’ll be talking about how we can support kids and teens (and ourselves) through big feelings, how to set and hold loving boundaries, what to do when behaviour gets big, and how to build connection and influence that really lasts, even through the tricky times.

We’ll be with you the whole day — cheering you on, sharing what works, and holding space for the important work you do.

Whether you live with kids, work with kids, or show up in any way, big and small, for a young person — this day is for you. 

Parents, carers, teachers, early educators, grandparents, aunts, uncles… you’re all part of a child’s village. This event is here for you, and so are we.❤️

See here for @resilientkidsconference tickets for more info https://michellemitchell.org/resilient-kids-conference
BIG NEWS!

You've been asking for it - and here it is. 

The Hey Warrior Workbook is now available for presale, for delivery on 20 August. 

The workbook is the ultimate sidekick to ‘Hey Warrior’ and ‘Ups and Downs’. 

It's jam-packed with practical activities, powerful strategies, and clever little life skills, this workbook will help kids wrangle anxiety, build their brave, and navigate their big feelings (waaay easier when they have a guide!).

It's playful. It's practical. It's got warmth, humour, and loads of heart. 

Best of all, it will guide kids through their ups, downs, and everything in between, all while supporting them to explore their feelings, build self-awareness, and find what works for them.

The more kids can understand why they feel the way they do, and how those feelings influence what they do, the more they can meet those feelings with compassion, confidence, and clarity.

Because all kids can do amazing things with the right information. (But you already knew that!)

For ages 5-12. (And super helpful for grown-ups too.)

Available to order now from the online shop - link in the bio. Or save 15% with the Mighty 3 Bundle which includes Hey Warrior, Ups and Downs, and The Hey Warrior Workbook. ❤️
We don’t need the last word. We don’t need them to agree.

When there is a power struggle - we want … they want … we’re trying to convince them … they’re trying to convince us … - leave power on the table. It’s already yours because you’re the grown-up. You don’t need to convince them, and nothing they can do or say (or don’t do or say) will change that.

The presence they are looking for is an anchor presence - love + leadership - strong, steady, grounded and able to care for them through the storm.

Anchors don’t stop working when the storm hits. During the storm, they work harder to hold on and keep things safe. They don’t take things personally and they don’t judge their performance on how well or how quickly they can stop the storm. 

It doesn’t matter if our kiddos don’t see things our way. They’re looking through a different lens - one that can’t always see around corners the way we might be able to. They don’t have the same resources, experiences, or skills as us. Neither did we at their age.

We’re in charge of keeping them, others, and their relationship with us safe. They’re in charge of how they respond.

It’s why boundaries have to be about what we do - because it’s all we can control.

Sometimes an anchor presence means recognising that we can’t stop the storm, and we don’t need to.

When they don’t have the skills or resources to do what we would like them to do in the moment, we do what we can do to keep the moment safe, while letting them know we are here for them.

If they’re hurting a sibling, we move the sibling away, and stay in connection while we do. ‘It’s okay to be angry. I won’t let you hurt their body (while we’re physically moving their sibling - that’s the boundary). I’m right here (relationship).’

Or if they’re yelling: ‘I want to hear what you want. I care about you much to listen when you’re saying those things about me. (Boundary - I’m not listening.) 

Or, ‘You might stay angry with me for a while and that’s okay. I’m here when you want to talk about it, but I won’t listen while you’re yelling at me. Take your time. You’re not in trouble.’♥️
Mattering is about feeling valued and feeling like I’m doing something that adds value. It doesn’t have to come from grades or schoolwork, and for so many kids it probably won’t. There are so many ways to help kids feel seen and valued that have nothing to do with schoolwork, but which can work to engage them in schoolwork. Little things make a big difference. 

We also have to let our teachers know how much the matter. They are the greatest key to ‘mattering’ (or unmattering) in our schools and for our young people.♥️

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