Is ADHD really on the rise? A paediatric neurologist reveals the truth behind the ‘skyrocketing’ cases

Only a few years ago, the acronym ADHD was barely part of our vocabulary – it sounded like a foreign language to most. Today, however, it’s rare not to know a child (or several) who has been diagnosed with Attention Deficit Hyperactivity Disorder.

This raises a vital question: are cases actually on the rise? If we are seeing a genuine increase in children and teenagers with the condition, we then have to ask why. 

Paediatric neurologist Dr Cristina Cordero points out that the actual prevalence of ADHD has remained stable over time, despite a growing public perception that cases are “skyrocketing”. 

The expert stresses that the current consensus is clear: “There are not necessarily more cases of ADHD, but we are getting much better at detecting them.”

Why are more children, teenagers and adults being diagnosed with ADHD?

While the actual prevalence has remained stable for decades, it is far more common nowadays to know several children or teenagers with an ADHD diagnosis.

As Dr Cordero points out, this is primarily due to a significant increase in social and professional awareness. This makes it easier for families, teachers, and healthcare professionals to recognise symptoms early and refer a child for assessment.

There have also been marked improvements in both diagnostic criteria and evaluation. “Today, these processes are much more systematic,” she explains. 

The neurological expert adds: “Our modern environment, with its increased pressure to focus at school and a generally more fast-paced lifestyle, makes certain struggles far more visible. This creates a higher level of concern, even if it doesn’t mean the disorder itself is actually becoming more common.

“At the same time, access to specialist resources and better coordination between professionals means that more cases are being successfully identified.”

The over-diagnosis myth: Why so many are still missing out on support

There is certainly concern that, in some circles, behavioural or concentration issues are being labelled as ADHD when they may actually stem from other factors, such as emotional distress, learning difficulties or a child’s home and school life. However, Dr Cordero argues that the evidence points elsewhere.

“Global data suggests that the prevailing issue actually remains under-diagnosis, particularly for certain groups,” she notes. “We know that many boys and, most notably, girls, with less disruptive symptoms, such as the predominantly inattentive type of ADHD, go unnoticed for years.” This is also common among teenagers and adults who were not identified with ADHD during childhood.

“When we analyse population data, we see that the number of people diagnosed, and especially those receiving treatment, is still below the estimated prevalence of the disorder,” Dr Cordero emphasises. 

The classroom reality: Why teachers say pupils have changed dramatically

Many long-serving teachers are convinced they are seeing a marked shift in their pupils’ behaviour. “The increase in students with ADHD in our schools is a plain reality,” says teacher Elena Coelho.

With 28 years of experience teaching Secondary and Sixth Form pupils, Coelho notes that three decades ago, teachers mostly dealt with the standard “growing pains” of adolescence. Now, however, the landscape has shifted significantly. “On top of those usual teenage challenges, we’re seeing adolescents struggle immensely just to focus during a lesson. For many students, it has become almost impossible to simply sit still in the classroom.”

So, what has actually changed? If we listen to the countless other teachers who have taught across several generations, the atmosphere in the classroom is unrecognisable compared to decades ago. Plus, anecdotally, you’ll hear grandparents remarking that their grandchildren are far more restless or poorly behaved than their own children were. It also feels increasingly common to see kids having full-blown tantrums in the street or in shops. None of this is backed by hard scientific evidence, of course, but the sense that things have changed is undeniable.

So, why do we feel as though ADHD cases are on the rise?

“Any teacher today is likely to come across pupils who lack self-control, and often this isn’t down to a lack of willpower. It’s a result of their individual circumstances, diagnosed by specialists such as psychologists and psychiatrists,” educator Coelho states emphatically.

The ‘TikTok’ attention span

She adds that the ability to focus has dropped across the vast majority of year groups to a degree never seen before. In fact, Coelho notes, “For some time now, pupils have struggled to focus on watching a video lasting more than twenty minutes. Years ago, that was the standard length of a cartoon, based on studies showing that a child’s attention span would start to wane after that point.” 

Now, they can’t even manage that short length. “We see it in their day-to-day lives; the rise of apps like TikTok is a perfect example. The success of those types of apps is built on the fact that videos only last a few minutes at most.”

Digital content as a cause, not a consequence

Other experts believe this is the cause of the problem rather than its consequence. They argue that the breakneck pace of the media children consume from a very young age, characterised by rapid-fire scene changes and sensory-overload effects designed to grab their attention, directly results in them struggling to focus in real-world environments, such as the classroom.

This shift is also linked to a lower threshold for frustration. Research has even shown that many children exposed to screens from a very early age present with speech and language delays and symptoms that can be easily mistaken for ADHD or even autism.

Screen time: The new guidelines

For example, the Spanish Association of Paediatrics (AEP) updated its recommendations last year regarding the amount of time children and young people spend on mobile devices or in front of the TV. Their conclusions are crystal clear:

• From birth to age six: No screen time at all.
• Aged seven to 12: No more than one hour a day.
• Aged 13 to 16: A maximum of two hours a day.

In the UK, health experts and the government adopted a similar stance in March 2026, addressing children under five. The rules emphasise content quality, slow-paced age-appropriate activities and co-viewing – parents and children engaging with the content together:

• Under Twos: Avoiding screen time other than for shared activities that encourage bonding, interaction and conversation.
• Two to five-year-olds: Trying to keep it to no more than one hour a day. Avoid at mealtimes and in the hour before bed.

Beyond the screen: A sociological shift

However, screens are only part of the story. Coelho highlights a significant sociological shift she has witnessed over her three decades in the classroom, such as “a marked rise in family instability”, she explains. “These situations have a profound impact, especially psychologically, on the pupils’ classrooms. 

“There is a noticeable lack of parental supervision, even when it comes to schoolwork, often due to the different pressures in the children’s daily lives. This leaves children searching for a sense of belonging, which they inevitably find online and on social media. They become tethered to their screens at all hours, which can spiral into the kind of genuine addiction that leads to severe mental health issues.”

The search for connection

“Many adolescents are incredibly lonely,” she remarks. “Too often, there is a complete breakdown in communication with their parents and the world around them. This leads to a state of apathy where they have no genuine interest in learning… Naturally, everyone wants to at least scrape a pass. It doesn’t seem to matter how they get there, and the real worry is that more and more families are beginning to settle for this [approach to education].”

Despite these challenges, Coelho remains optimistic. “Fortunately, there is still hope,” she insists. “We need a return to a sense of compassion for those who are struggling. We need schools with a heart, where we maintain high expectations for every pupil.”

About the experts: 

• Dr Cristina Cordero is a neuro-paediatrician and co-coordinator of the Neurodevelopmental Disorders Working Group of the Spanish Society of Paediatric Neurology (SENEP)
• Elena Coelho is a teacher of nearly 30 years and member of the Official College of Doctors and Graduates in Philosophy, Arts and Sciences of the Community of Madrid