Understanding Children with ADHD, the Effectiveness of Expert Counseling for Parents, and Educational Policy

ADHD is not merely an issue for the affected student but has become a serious educational problem that can disrupt an entire classroom. However, many parents simply view ADHD as “being inattentive” and do not seek treatment or counseling. The purpose of this study is to present the causes of ADHD and an understanding of the behavior and treatment needs of children with ADHD, and to analyze empirical data to demonstrate the effectiveness of professional counseling for treating children with ADHD. For parents to initiate treatment for their child with ADHD, it is essential to recognize ADHD as a neurodevelopmental disorder caused by genetic and biological issues related to the structure and function of the brain rather than attributing it to social factors. This study utilizes data from the Korean Children and Youth Panel Survey to analyze the trajectory of ADHD symptoms from first grade to seventh grade, the impact of professional counseling, and how these trajectories change with grade levels. The analysis results first show that the trajectory of ADHD symptoms from first to seventh grade increases in a piecewise manner. Secondly, parental professional counseling increases the detection of ADHD symptoms in children, but the trajectory of ADHD symptoms in children who receive professional counseling decreases with increasing grade levels, whereas the trajectory of ADHD symptoms in children who do not receive professional counseling increases. Additionally, when parents have lower levels of education, the initiation of professional counseling is delayed, leading to later detection of ADHD symptoms in children. The results of this study highlight the necessity of parental support and education to imp rove knowledge and awareness of ADHD causes, thereby enabling parents to seek professional counseling for medical treatment of their children.