ADHD: A Higher Dimension of Attention?

5 steps to seeing your child happy, regardless of your view on ADHD.

In my years as a teacher, with a deep interest in understanding children’s intuitive abilities and inner world, I have developed a clear perspective on many of the children I have met who show signs of ADD or ADHD.

In the United States alone, it is estimated that 9.4 percent of children aged 2 to 17 have been diagnosed with ADHD. This represents approximately 6.1 million children, according to the American Psychiatric Association and data from the CDC (2018). Of these children, around 388,000 are between the ages of 2 and 5 at the time of diagnosis. Approximately 77 percent receive treatment, and 33 percent are treated with medication alone.

One aspect that stands out to me is that ADHD is commonly treated with medication, often alongside behavioral therapy, despite the fact that the root cause of ADHD is still not fully understood. Researchers describe ADHD as a neurodevelopmental condition related to how the brain grows and develops. Other explanations, such as sugar intake or excessive screen time, have not been sufficiently supported by research to be evaluated as primary causes by medical professionals.

As a result, when parents seek medical advice, even for very young children, medication is often recommended. I would like to offer another perspective on ADHD, based on my observations in the classroom and my experience working with energy. From this viewpoint, ADHD can be understood as trapped or stagnant energy, where a child’s creative power is not given space to flow. This stagnation, I believe, can only be resolved by consciously supporting and unleashing children’s creative energy.

When a variety of children come together in a classroom, a natural synergy occurs as each child seeks their place within the group. Children who are already energetic and expressive may quickly fall into the role of the “uneasy child.” Others may crave attention or experience boredom because their rich inner world does not align with the structure of the outer environment.

Have you ever met a child who is internally driven, who does not necessarily follow hierarchical instructions, who daydreams to stay connected to their heart, or who talks excessively because of nervous energy?

At this point, I want to clarify that I am not a medical professional. I am offering an alternative perspective grounded in lived experience and a consciousness-based understanding of children. Below are five steps that may help release trapped energy and support a child’s happiness, regardless of your personal or professional view on ADHD.

Five steps to support your child’s happiness:

1.Shift from frustration to love-based structure. When a child is forgetful, reactive, or distracted, it is easy to respond with frustration. Shifting your focus toward love-based structures allows the child to develop inner structure from a place of trust and safety. Many children of the new generation resist controlling systems found in society, education, and even at home. Love-based guidance often reaches them more effectively than authority-based control.

2.Support big ideas and inner exploration. Daydreaming is often the soul’s way of staying connected to deeper meaning. Instead of forcing focus on topics that may feel irrelevant, ask children what they are thinking about. Support their ideas and curiosity. Excessive enforcement and control can push children further away from engagement and, in some cases, contribute to emotional withdrawal or depression.

3.Reconnect with nature to balance physical energy. Fidgeting, restlessness, and constant movement can be signs of physical imbalance. Outdoor activities and interaction with nature allow children to release excess energy naturally. A lack of movement and nature-based experiences can contribute to energetic suppression, which I believe is a significant factor often overlooked in discussions around ADHD.

4.Focus on self-love rather than attention-seeking. Excessive talking or constant attention-seeking can be a sign of low self-love rather than misbehavior. Empowerment practices that strengthen a child’s sense of self help shift the need for external validation toward inner balance. There is a difference between being naturally talkative and seeking attention out of insecurity. Cultivating self-love supports this balance.

5.Support healthy risk-taking. Behaviors often labeled as impulsive or careless are sometimes viewed by medical professionals as symptoms of ADHD. These same traits can also be indicators of leadership, creativity, and entrepreneurial potential. Many children with these qualities naturally look ahead rather than focusing only on what is immediately in front of them. They may be following a path that society has not yet learned how to support. Many of the behaviors used by the medical community to assess ADHD include forgetfulness, daydreaming, fidgeting, talking excessively, and taking unnecessary risks, according to the CDC (2018).

These are the same qualities I often see as strengths in children who are here to help create a more love-based society. I refer to these children as sensitives, children who can feel and perceive energy deeply. For this reason, I believe modern education should consider emotional and energetic skill development alongside traditional subjects such as mathematics and language.

There are no simple solutions to the increasing medication of young children. However, I invite you to reflect on one essential question: Is your child happy?

The new generation carries a different energetic makeup than previous generations. Who are we to ask them to fit into our structures, when they may already be guided by an inner structure of their own?