UNDERSTANDING ADHD THROUGH STORIES

Attention Deficit Hyperactivity Disorder (ADHD) manifests in various forms, including Inattention and Hyperactivity-Impulsivity. The Opposition Challenge, on the other hand, is related to Oppositional Defiant Disorder (ODD). Meet our characters who will guide you through these diverse experiences

JAMIE, 12

Diagnosis with high-level of Hyperactivity and Impulsiveness.

Jamie is a whirlwind of energy and can hardly sit still. He's always on the go, darting from one activity to another with seemingly endless stamina. It’s like his brain is on fast forward and he just can’t hit the pause button. Emotionally, he can be a bit of a rollercoaster. One minute he’s up, the next he’s down, and it's all happening at breakneck speed. He's quick to laugh and just as quick to anger. In terms of behaviour, he's impulsive and acts without thinking. If an idea pops into his head, he’s off, no questions asked. This can lead him into trouble, especially at school where his impulsivity and hyperactivity make it hard for him to stay seated, follow instructions, and complete his work. His mind wanders, his legs twitch, and before you know it, he’s out of his seat and disrupting the class.

ETHAN, 10

Diagnosis with high-level of Hyperactivity and Defiance.

Ethan is like a bundle of energy with a rebellious streak. He struggles to follow rules and seems to be in constant motion. He finds it hard to control his actions and gets easily frustrated when things don't go his way. Emotionally, he's often on edge, ready to push back against any perceived attempt to control him. He can be quite stubborn and will dig his heels in if he feels like he's being told what to do. His behaviour at school reflects this. He’s disruptive, often talking back to teachers and refusing to do his work. This defiance and hyperactivity make it a challenge for him to fit in with his peers and keep up with his schoolwork.

TYLER, 13

Diagnosis with high-level of Opposition.

Tyler is a challenge, to say the least. He's argumentative and seems to automatically resist any form of authority. It's not so much that he's hyperactive; he just doesn’t want to be told what to do. Emotionally, he can be quite volatile. He’s quick to anger, especially if he feels like he’s being treated unfairly. He has a strong sense of justice, but it's often skewed to his own perspective. His common behaviors include arguing, defying rules, and intentionally annoying others. At school, this oppositional behaviour puts him at odds with teachers and peers alike. He struggles to follow rules and complete assignments, often resulting in disciplinary actions.

LILY, 9

Diagnosis with high-level of Inattention.

Lily often appears as if she’s floating in a world of her own, regularly missing out on details or getting lost in her thoughts. Concentrating on one task seems like a monumental challenge for her. Emotionally, she might seem distant or even indifferent to her surroundings, but this isn't a sign of lack of care or affection. She simply gets easily sidetracked. Lily tends to be forgetful, misplacing her things or skipping steps in tasks. At school, this inattention often manifests as missed assignments, incomplete work, or difficulty in following classroom discussions, leaving gaps in her learning.

SOPHIE, 14

Diagnosis with high-level of Hyperactivity and Inattention.

A buzzing bee that seems to be all over the place — that’s Sophie. She has an overflow of energy, which makes it hard for her to sit still or stay focused for long. Emotionally, she can be overwhelmed by her own feelings, flipping between extremes of excitement and frustration in quick succession. Sophie is prone to jumping from task to task without finishing them, easily distracted by the next exciting thing. In the classroom, this combination of hyperactivity and inattention means she can be disruptive, find it hard to stay seated, and often misses crucial information, leading to struggles in grasping academic concepts.

MIA, 10

Never evaluated.

Her teacher describes her as intelligent but very distracted. Most of the time, she's isolated from others. With her parents recently divorcing and having had numerous confrontations in her presence, Mia’s behaviour can be seen as a response to her environment. While it's not uncommon for children to react to external stressors like parental discord, it doesn’t necessarily indicate a specific condition. Emotionally, Mia might be grappling with feelings of sadness, confusion, and anxiety. She tends to keep to herself, perhaps as a means of coping, and can be easily distracted, possibly as a way to escape from the reality of her situation. In school, these behaviors translate to difficulties in group work, potential social isolation, and occasional lapses in concentration affecting her academic work. It would be essential to monitor her and perhaps engage with counseling to provide a supportive environment for her to express and process her feelings.