Even though your child is incredibly bright, they struggle with poor grades. They’re so full of energy that they can’t control themselves. They constantly interrupt conversations and have a hard time waiting for their turn, sitting still, or staying seated during meals and classes. You think back to all those times you were called in for a parent-teacher interview, only to hear complaints about your child being unable to stay quiet in class, talking too much, or constantly being on the go. Still, aren’t most kids like that?
Children are naturally full of energy. Many kids with ADHD go undiagnosed for years because their ADHD traits and behaviors are seen as developmentally appropriate or ‘normal.’ How can you tell if your child is just energetic or has ADHD? And should you consider having them evaluated for ADHD?
Understanding What ADHD Really Is
ADHD (Attention-Deficit/Hyperactivity Disorder) is much more than simply being “hyper.” It is neurodiversity that affects a child’s ability to focus and organize thoughts, manage impulses, and self-regulate. Children with ADHD show differences in learning and thinking that depend on how their brains are wired to support cognitive processes. There are three types of ADHD:
Inattentive (trouble focusing or following through)
Hyperactive-impulsive (constant movement and impulsive behavior)
Combined (a mix of both).
Because their executive skills take longer to develop, children with ADHD often have difficulty staying organized, managing time, solving problems, keeping up with friendships, or staying in control of their behavior (Willcutt et al., 2005).
On top of that, research shows that lower levels of dopamine in the brain can make it tough to follow instructions, stay focused, or think before acting (Oscar-Berman, 2008).
Key Differences Between High Energy and ADHD
All kids can be loud, impulsive, or have boundless energy; it’s just part of being a kid. However, an active, energetic child might run around all afternoon, but they eventually settle down when it’s time for bed. Kids with ADHD do not seem to be able to turn it off—they are “on the go” all the time, even when they want to relax. For a child with ADHD, on the other hand, hyperactivity is constant and gets in the way of daily life. The difference lies in the persistence, consistency, and intensity of these behaviors.
Early Signs That Might Point to ADHD
Hyperactivity is one of the most common traits in children with ADHD. Kids with ADHD who are hyperactive may:
Have high levels of physical energy
Fidget and seem unable to sit still
Jump, run, and make noise when they are expected to play quietly
Talk a lot
Find it hard to play quietly
Ask irrelevant or overly personal questions
Find it hard to switch off and relax.
When to Consider Evaluation
If you’ve noticed that any of these behaviors are impacting your child’s schoolwork, home life, or social relationships, it is probably time to consider an ADHD evaluation.
Keep in mind that a diagnosis is not a label, but rather a guide to better knowing your child and helping them succeed, because early intervention can make a significant difference.
Concerned your child might have ADHD? Josi Health offers professional and fast ADHD diagnostics designed to give you answers and help you plan for the future. Call us today to learn how we can support you and your family.
References
ADDA—Attention Deficit Disorder Association. (n.d.). Executive function disorder. Retrieved May 27, 2025, from https://add.org/executive-function-disorder/#:~:text=ADHD%20affects%20executive%20functioning%20%E2%80%93%20the,are%20signs%20of%20executive%20dysfunction
Attention-Deficit/Hyperactivity Disorder. (n.d.). National Institute of Mental Health (NIMH). Retrieved May 27, 2025, from https://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd#:~:text=Attention%2Ddeficit%2Fhyperactivity%20disorder%20(,interferes%20with%20functioning%20or%20development.
Blum, K., Chen, A. L., Braverman, E. R., Comings, D. E., Chen, T. J., Arcuri, V., Blum, S. H., Downs, B. W., Waite, R. L., Notaro, A., Lubar, J., Williams, L., Prihoda, T. J., Palomo, T., & Oscar-Berman, M. (2008). Attention-deficit-hyperactivity disorder and reward deficiency syndrome. Neuropsychiatric Disease and Treatment, 4(5), 893–918. Retrieved May 27, 2025, from https://pmc.ncbi.nlm.nih.gov/articles/PMC2626918/#sec2
Willcutt, E. G., Doyle, A. E., Nigg, J. T., Faraone, S. V., & Pennington, B. F. (2005). Validity of the executive function theory of attention-deficit/hyperactivity disorder: A meta-analytic review. Biological Psychiatry, 57(11), 1336–1346. Retrieved May 27, 2025, from https://pubmed.ncbi.nlm.nih.gov/15950006/