The label "ADHD" or "attention deficit hyperactivity disorder" is apparently being given to one in twenty children. That means I should have had two children in the year six class I once taught. I had none. I cannot remember any other teacher at that time who was concerned about the same thing.
Oh, we had "dreamers" and students who did not always seem to be paying attention but we could bring them back to attention relatively easily and quickly. There was one I would send out to finish his work among the bags and coats in the "porch" outside. This was not a punishment and he did not see it as such. He just seemed to be easily distracted and then he distracted others. I would get a rueful, "I am sorry miss...I talk too much." I would say, "Yes, you do but I know you can finish it out there." He gave me an impulsive hug the day I left the school.
Now he would probably be given something like Ritalin to "calm" him and he would not have the same sort of lively, friendly personality. When he was not irritating everyone he was popular and intelligent but he was easily distracted.
I thought about all this when I read about some research which suggests children with "ADHD" do not necessarily do better with medication. It is difficult sort of research to do and even harder to come to any sort of valid conclusions but I would be inclined not to medicate any child. I would be much more inclined to try and change the environment in which they were living.
There was no internet when I taught young M... The only computers were those delicate machines which had to be kept in an air-purified, air-conditioned room at the university. Students would show-off by carting around their print-outs on long folds of paper. I would get the print-outs from Brother Cat and his friends and use them for classroom activities.
Now there is the internet and a great deal of learning is done by way of it. Children expect things to be animated and, above all else, entertaining. The idea of sitting in four straight rows facing a blackboard or even a more modern whiteboard is not how they see learning. This may well be the problem, not the child.
It would be very interesting to have three groups of children and follow them through school. One group could have access to all the screen time which is now usual. The next group could have no access at all and be taught in traditional ways. The third group could have some controlled access to screen time. We could then test them at intervals and look at the results. I would be interested to see just how "badly" that non-screen time group would do - or whether they might just do as well, or better, than the other two groups.
And I would try not to medicate any child to "calm" them.