ADHD is on the rise; Basic reasons to know

Attention-deficit/hyperactivity disorder, more popularly known as ADHD, is among the most common mental disorders in children and teenagers. Not only children and teenagers, but also many adults have this problem. An estimated 7 million (11.4%) U.S. children ages 3-17 have been diagnosed with ADHD, according to a national survey of parents using 2022 data. ADHD It affects more than 8 million adults (or 5% of Americans). Many don’t even know about it. In 2022, 1 million more U.S. children ages 3-17 will be diagnosed with ADHD compared to 2016.
The average age of ADHD diagnosis is 7 years old. ADHD symptoms usually first appear between the ages of 3 and 6. Boys (15%) are more likely to be diagnosed with ADHD than girls (8%). About 6 in 10 children had moderate or severe ADHD. Despite these alarming figures, ADHD is far from ‘under control’. On the contrary, the graph is upward sloping.
The American Centers for Disease Control and Prevention (CDC) determined the incidence in children as 11.4% in 2022. The Swedish Board of Health and Welfare reports that 10.5% of boys and 6% of girls will be diagnosed with ADHD in 2022; This ratio is 50. % more than in 2019. And the board predicts rates will eventually remain steady at 15% for boys and 11% for girls. All these numbers and statistics raise only one question about the rise of ADHD: What could be the reasons behind the rapid rise of the syndrome?
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The exact cause of ADHD is unknown, but researchers believe it is likely a combination of factors such as genetics, environmental factors, and problems during development:
Genetic: ADHD tends to run in families, and studies show that genes play an important role. However, the mode of inheritance of ADHD is likely complex. ADHD tends to run in families; First-degree relatives of people with ADHD are approximately nine times more likely to have the condition. Twin studies show that ADHD has a high heritability rate of around 71-90%. Genome-wide association studies (GWAS) have identified several genetic loci that may play a role in ADHD.
Environmental factors: Exposure to environmental toxins such as lead, PCBs, and other chemicals may increase the risk of developing ADHD. Habits such as maternal smoking, alcohol use, drug use, and stress or anxiety during pregnancy are associated with ADHD. Most studies find evidence of an association between ADHD and low birth weight and prematurity. Some systematic reviews have reported a positive association with carbonated air. pollution and ADHD. Additionally, exposure to environmental toxins such as lead found in paint and pipes in older buildings may increase the risk of developing ADHD. Apart from these, low socioeconomic status (SES, negative social and family environment) may be associated with ADHD.
Problem with the nervous system: Problems with the central nervous system (CNS) during development may play a role in the development of ADHD. Although the exact cause of ADHD is unknown, research suggests that peripheral inflammation may play a role in the development of ADHD. Research has identified several abnormalities in the CNS of people with ADHD. These abnormalities include decreased brain volume, thinning of the cerebral cortex, and impairments in brain function.

Changes in the known environment: children and youth they are often found struggling while in the middle of a transition. The change in the familiar environment seems to affect them more vividly, whether it is a change in living space, school, friends and environment. Sometimes, this sudden change, which is not easy at all, can lead teens to develop ADHD.
Schools today have undergone significant changes in teaching methods, such as digitalization and the introduction of much more self-directed education, as well as more project and group-based learning. These changes have led to a less clear learning environment, including increased demands on students’ motivation and cognitive skills; These factors can make it difficult for students with even just a few ADHD traits to succeed. This has also caused schools to refer more students they suspect to have ADHD for evaluation.
Pressure on cognitive skills: ADHD is not a disease, but a condition resulting from a faulty combination of cognitive characteristics that exist at more functional levels even in the general population, such as ‘attention control’ (concentration) and organization and self-regulation skills. Today’s fast-paced and complex hustle culture tends to place high demands on those cognitive abilities that allow people to ‘earn’ a living, resulting in extra stress. Therefore, people with below-average skills in these core cognitive areas begin to have difficulty coping with daily demands and may be diagnosed with ADHD.
Higher performance expectations: People’s expectations of their own and others’ performance are increasing rapidly. Productivity pressure exerts a heavier pressure than a hydraulic press, and the so-called ‘social basis’ of average performance is labeled as a stigma that people must overcome. People who express concerns about their own and others’ functioning earlier and more frequently succumb to ADHD.

Multiple diagnoses in the same person: Previously, doctors were advised by diagnostic manuals and trained to limit diagnoses in an individual to the most obvious and not make certain combinations of diagnoses (e.g. autism and ADHD) at all. Today, it is recommended and common practice in the mental health industry to conduct as many diagnoses as necessary to meaningfully describe and encompass a person’s symptoms and difficulties.
Increasing knowledge and awareness of professionals: Today, there is a new generation of professionals working in services with higher awareness and knowledge about ADHD. This has led to earlier recognition and diagnosis of ADHD in previously neglected groups, particularly girls and women, but also in adults.
Reduced stigma and assurance of support: Compared to previous times, ADHD is much less stigmatized today. Today, doctors who are better equipped have fewer doubts about making a diagnosis, and people who receive a diagnosis feel less stigmatized. Services are structured so that clinical diagnosis guarantees access to support and resources. People who need support are therefore more likely to actively seek a diagnosis. And professionals are more likely to help with a diagnosis even if the person does not meet the full diagnostic criteria for ADHD; this phenomenon is called ‘diagnostic advancement’.