It is hard to open a magazine or scroll through social media today without running into the words ADHD, dyslexia, or neurodiversity. To many people, this skyrocketing number of diagnoses represents a modern “epidemic.” But within the numbers lies a much more complicated reality: we are not necessarily born with these traits more often than in the past; rather, we can at last articulate modes of operation that were once largely out of sight.
1. The Neuroscience Revolution: Knowing Better to Help Better
The staggering progress of brain imaging and developmental psychology is one of the principal reasons behind this increase. In the past, a child who couldn’t read was thought “lazy,” and a child who couldn’t sit still was simply “badly behaved.”
Today, we understand that “DYS” disorders (dyslexia, dyspraxia, etc.) and ADHD are neurodevelopmental disorders. These are structural and functional variations in the brain’s “wiring.”
Detection criteria are now more fine-grained. ADHD, for example, is no longer systematically connected only with motor hyperactivity. Instead, we recognize “inattentive” profiles—which can be far more subtle. This shift has enabled the long-overdue diagnosis of girls, who were historically overlooked in earlier research.
2. The Missing Piece: Diagnosis in Adulthood
Adult diagnosis is a significant factor in the spectacular rise of these statistics. Many parents find out about their own condition during their child’s diagnostic process.
This diagnostic “catch-up” accounts for much of the modern increase. Realizing at age 40 that impulsivity or organizational struggles have a biological underpinning often helps repair self-esteem that has been broken by decades of unexplained guilt and frustration.
3. The Academic and Professional “Pressure Cooker”
The environmental context itself serves as a catalyst. Modern society demands intense attention, planning, and literacy skills at an increasingly early age.
In an environment with less information clutter, a mild disorder may have passed unnoticed or been easily offset. Today, in the face of cognitive overload and competitive academic environments, these traits become visible handicaps. Diagnosis then becomes a requirement to access essential accommodations—such as extended time or digital tools—and to avoid social or academic exclusion.
4. The Social Media Effect: Awareness or Confusion?
Platforms like TikTok and Instagram have ignited a global discussion about neurodiversity. This visibility has enabled thousands to escape isolation and find community. However, the distinction between a “personality trait” and a “clinical disorder” can blur in short-form videos.
It is important to remember that struggling to pay attention after spending four hours on a smartphone is not necessarily a sign of ADHD. A formal diagnosis is a rigorous process that must discern a neurodevelopmental disorder from other environmental or psychological influences, such as:
- Burnout (exhaustion).
- Sleep deprivation.
- Generalized anxiety.
5. Diagnosis: A Label or a Compass?
A diagnosis should not be the goal itself; it should be a device—a compass to guide support. It opens the door to multimodal care that goes beyond traditional medicine to include:
- Compensatory measures: Mnemonic devices and time management strategies.
- Cognitive remediation: Specialized training to strengthen mental processes.
- Psychological support: Helping individuals cope with the anxiety often linked to navigating a world not built for their brain type.
The Path Forward: A Guide for Parents
In such a scenario, if you believe your child might be suffering from a neurodevelopmental disorder like a DYS (dyslexia, dyspraxia, dysorthographia) or ADHD (Attention Deficit Hyperactivity Disorder), the way forward is a systematic pattern of observation, professional evaluation, and multidisciplinary assistance. Here is the recommended, step-by-step guide to this journey:
- Document Your Observations: Before you pursue a proper diagnosis, start creating a lengthy log of your child’s behavior across an array of environments (home, school, social settings). For ADHD, check for patterns of inattention (difficulty following directions, frequently losing items) or hyperactivity/impulsivity. For DYS, record specific difficulties with reading fluency, handwriting legibility, or motor coordination that appear to be out of sync with their overall intelligence. “Context” rule: These traits must be persistent (lasting more than six months) and present in multiple settings.
- Check with the School and Pediatrician: The first point of contact is usually the teacher and the doctor. School Perspective: Request a written report of how your child is doing compared with peers. Is there a gap between effort and results? Pediatric Screening: Doctors can check for medical disorders that mimic these traits, such as hearing/vision disorders, sleep disorders, or thyroid imbalances.
- Get a Specialized Neuropsychological Evaluation: A formal diagnosis is a wide-ranging assessment performed by specialists. Neuropsychologists/Psychologists use standardized tests to determine cognitive functions like working memory and processing speed. A Speech-Language Pathologist (Orthophoniste) is essential for dyslexia, while an Occupational Therapist (Ergothérapeute) is required if you see evidence of dyspraxia.
- Understand the Multimodal Support Plan: A diagnosis is a compass, not a label. Education: This could include “Section 504” plans or IEPs (Individualized Education Programs), offering extended time for tests or simplified instructions. Cognitive Remediation: Specialized therapy to empower the child to create “workarounds” for their specific challenges. Psychological Support: Emotional support to address low self-esteem or school-related anxiety and to help the child understand their unique brain “wiring.”
Shift the Perspective: From “Deficit” to “Diversity”
It can be useful to remind yourself that ADHD and DYS are usually connected to very high creativity, out-of-the-box thinking, and high resilience. The evaluation helps to narrow the distance between your child’s potential and their world.
When to take action? If the challenges are leading to emotional turmoil, educational disengagement, or a notable loss of confidence, it is time to start the assessment process. Early intervention is the single most effective strategy for helping these “atypical” thinkers find their balance and achieve a successful outcome.
Conclusion: Toward a Neurodiverse Society
Instead of an epidemic, we are witnessing a change in perspective. The task of tomorrow is not merely to diagnose, but to transform our schools and businesses so that they can embrace this diversity of functioning. Incorporating atypical profiles often results in finding phenomenal abilities for innovation, creativity, and complex problem-solving.
Sources and References
- DSM-5-TR: Diagnostic and Statistical Manual of Mental Disorders (Evolution of ADHD criteria).
- INSERM: Collective expert reports on specific learning disorders and ADHD.
- ANSES: Reports on the impact of cognitive overload and environment on attention.
- Journal of Clinical Psychology: Studies on self-efficacy and the impact of digital awareness.
- Public Health France Data: Surveys on the evolution of neurodevelopmental diagnoses.
