Having spent 10 years in the public school systems as a school psychologist, I am disturbed by the upward trend in the diagnosis of Attention Deficit Hyperactivity Disorder (ADHD). ADHD is the most popular childhood diagnosis today. Estimates of this diagnosis range from 3 to 10 percent of public school students.

Even more troubling is the estimated six to 10 percent of students who receive stimulant medication on a regular basis as a form of treatment. ADHD is widely defined as a developmental disability manifested in problems with sustained attention, impulse control and maintaining appropriate levels of activity. To many parents' surprise, there is no specific "test" used to identify who has ADHD and who does not. Furthermore, it is argued by many psychologists that the means and measures used to make the diagnosis are far too vague and subjective.

Many parents seek psychostimulant medication for their children. At a recent luncheon, I overheard a mother openly and enthusiastically discussing her child's long awaited "ADHD diagnosis" and consequent daily dose of "the magic pill." She was thrilled that her son's teacher reported that he had "completely changed his personality" and just "sits quietly during class" since the medication. Ironically, in the same conversation, this mother was complaining about the horrible drug and alcohol problem in their high school. Many teachers and administrators also encourage the use of Ritalin with their students. I witnessed on more than one occasion, school administrators and educators, compare ADHD to Diabetes: "You would not deny your child insulin if he was a diabetic, would you?". To make such an analogy is not only professionally irresponsible, but places unfair pressure on a parent seeking to do the right thing for their child.

Feeding parents misinformation to persuade them one way or the other is shameful. There is no quick fix for distractible, disorganized, active, "free-spirited," at times exasperating children, nor should there be. We need to embrace the differences in our children and not expect all children to sit quietly and listen.

With decreasing recess and free time and increasing test driven curriculum and pressure to perform in the schools, it is no wonder many children are struggling with the expectations of today's classroom. How many of you spent so little time playing freely outdoors as most children today? I would argue that all children fall somewhere on the ADHD continuum at different points in their development. Sure, there are some extreme psychiatric cases, where Ritalin may be needed, but certainly not for six percent of our school age population.

For parents who struggle with children who have high levels of activity and short attention span, there are many ways to assist them without the use of Ritalin. There is a plethora of literature to address behavioral methods to increase on task behavior, improve organizational skills, and accommodate for high levels physical activity.

Parents and educators working together in a truly collaborative manner to teach these children will demonstrate not only their strong level of commitment, but the value of perseverance, communication and hard work. These are the problem solving skills we should be teaching our children. Taking a drug to "fix it," on the other hand, is a dangerous lesson to teach.

Suzanne C. Hackett is a licensed school psychologist who lives in Indian Hill.