NEW ENGLAND CENTER FOR PSYCHIATRIC TREATMENT AND EDUCATION

SIMON EPSTEIN, M.D.
91 STRAWBERRY HILL AVE. #140
STAMFORD, CT 06902
203-348-8579

Monthly NewsNotes

Monthly NewsNote

October 2004

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ADD in Middle School: Diagnosed and Undiagnosed

As a student moves from the protective environment of an elementary school to a middle school, there are many changes. Since ADD children have trouble with change and often tend to be immature, the problems can be significant. And of course, most middle schools now begin with 6th grade. This Note will address the problems of the diagnosed and undiagnosed ADD children as middle school gets started.

The big changes in middle school include classroom switching, more teachers, more homework, less teacher involvement (unless requested by the student), and more reading. These all serve to underline the weaknesses of many ADD students. These weaknesses include problems with organization, time management, and distractibility.

To be specific, here are some examples: Students may not be paying attention and miss a homework assignment, and then be off to the next class. They may not think they have homework. Even if they do, they’ll often start something but quickly feel it’s too long and drift off to do something else. They underestimate the time an assignment will take, and often can’t find their work or forget to hand it in while in class. (After all, in fifth grade the teacher reminded him.)As for reading, they are too distracted or don’t see any reason to read since there is no test.

Even if a child is on medication, these problems can occur. That is because the dose may be too low in the new situation. Further, in 7th or 8th grade homework may need to be done after dinner, and the medication has worn off.

Though this is a very brief summary, when a student enters middle school, it’s clear that many problems can occur quickly. It is therefore essential that parents react quickly to help the ADD child to prevent poor self-esteem or failing grades.

When a child has not been diagnosed with ADD, there are other potential difficulties. These children were not diagnosed as having ADD prior to middle school because the problems were mild in elementary school. Often nobody knows there is a problem and blames the child’s struggle on laziness, attitude, or just not caring. The tension at home increases, the student gives up, and a downhill spiral occurs. Unfortunately, sometimes I don’t see these students until they are in senior high school and learn about the onset of their difficulties as I take a history. There are far fewer problems if it caught early.

Therefore, I strongly urge that parents of ADD children be aware of the student’s functioning. If there is a problem, particularly as the second marking period begins, please consult your prescribing physician so that the condition can be evaluated. Don’t let the year drift by!

If you are the parent of a child with no diagnosis but who is having unexpected difficulties and perhaps some of the problems mentioned above, speak to your family doctor. Don’t blame the victim and end it there.

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