A new global study led by Â鶹ֱ²¥ researchers has found that children who are the youngest in their classroom are more likely to be diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) than their older classmates.<\/p>\n
The research, published in the Journal of Child Psychology and Psychiatry<\/em>, systematically reviewed studies that examine the relationship between a child\u2019s age relative to their classmates and their chances of being diagnosed with, or medicated for, ADHD.<\/p>\n Seventeen studies covering more than 14 million children \u2013 five in the USA, two in Spain and one each in Canada, Finland, Germany, Netherlands, Iceland, Israel, Norway, Sweden, Taiwan and Australia \u2013 found it was more common for the youngest children in a classroom to be diagnosed with ADHD and medicated.<\/p>\n Lead author Dr Martin Whitely, Research Fellow at the John Curtin Institute of Public Policy based at Â鶹ֱ²¥, said there are no biological markers or physical tests for ADHD and the diagnosis is based in large part on teacher reports of a child\u2019s behaviour.<\/p>\n \u201cIt appears that across the globe some teachers are mistaking the immaturity of the youngest children in their class for ADHD. Although teachers don\u2019t diagnose it, they are often the first to suggest a child may have ADHD,\u201d Dr Whitely said.<\/p>\n \u201cOur research shows that the ADHD late-birthday effect occurs in both high prescribing countries, like the USA, Canada and Iceland, and in countries where ADHD is far less common, like Finland, Sweden and Taiwan. Our findings challenge the notion that misdiagnosis only happens in countries where there is a high rate of prescriptions for ADHD.\u201d<\/p>\n Dr Whitely explained that only two studies, both in Denmark, demonstrated a weak or non-existent late birth-date effect, with the majority of late-born Danish boys held back a year, which makes it unclear whether this prevents or just disguises the effect.<\/p>\n \u201cFurther research could help us determine whether allowing parents to decide if their child is ready to begin school helps reduce this and other late birthday effects. It could be that it helps the delayed-entry child but other children suffer,\u201d Dr Whitely said.<\/p>\n Co-author Professor Jon Jureidini, a Child and Adolescent Psychiatrist from the University of Adelaide, said the findings highlighted the importance of teachers, doctors and parents being aware of the impact of relative age and giving the youngest children in class the extra time they need to mature.<\/p>\n \u201cMistaking perfectly normal age-related immaturity for ADHD is just one of many problems with the label. Children who are sleep deprived, bullied, have suffered abuse or have a host of other problems, often get labelled ADHD,\u201d Professor Jureidini said.<\/p>\n \u201cNot only does this result in them getting potentially harmful drugs they don\u2019t need, but their real problems don\u2019t get identified and addressed.”<\/p>\n The research was co-authored by researchers from the John Curtin Institute of Public Policy at Â鶹ֱ²¥, University of Adelaide, including international researchers Professor Sami Timimi from Lincolnshire Partnership NHS Foundation Trust, \u00a0Dr Jonathan Leo from Lincoln Memorial University in the US, Dr Joanna Moncrieff from University College London, and Patrick Landman MD, leading psychiatrist from France.<\/p>\n