A recent study led by experts at the University of Nottingham suggests that signs of age-related immaturity in children may be mistakenly attributed to conditions such as Attention-Deficit/Hyperactivity Disorder (ADHD) or Autism Spectrum Disorder (ASD)
The findings suggest that the youngest students in a class, particularly those with birth dates just before the school entry cut-off date, are overrepresented among children diagnosed with ADHD or receiving medication for it.
ADHD is characterised by significant challenges with attention and hyperactivity, while ASD affects how individuals communicate and interact.
Receiving ADHD or ASD diagnosis
The research, led by Professor Kapil Sayal from the School of Medicine at the University of Nottingham, examined how being one of the youngest in a class influences the likelihood of receiving these diagnoses.
Professor Sayal emphasised the importance of considering a child’s age relative to their classmates when making these diagnoses. “Adults involved in identifying or raising concerns over a child’s behaviour — such as parents and teachers — may be inadvertently misattributing relative immaturity as symptoms of ADHD” he noted.
The study involved a review of 32 global studies on the topic. The majority of these studies focused on ADHD, with only two examining ASD.
The results confirmed that younger students in the school year are more likely to be diagnosed with ADHD and receive medication for it compared to their older classmates.
Although a similar trend was reported for ASD, more research is needed due to the limited number of studies available.
Does being the youngest in the year have an effect?
One of the significant findings was the difference in how teachers and parents rated these younger children. Dr. Eleni Frisira, the study’s lead author, highlighted the crucial role teachers play in identifying ADHD symptoms. “Teachers play an important role in identifying ADHD symptoms in children. Our findings suggest that they can be more likely to rate younger students in a class as having ADHD symptoms than their older classmates. It is important teachers are supported in considering the relative age of a child in a classroom when ADHD is being queried.”
Dr. Josephine Holland, another author of the paper, pointed out that this has been recognised in research for over a decade. However, awareness has not significantly changed diagnostic practices.
The research shows the importance of taking a child’s age relative to their classmates into account when assessing and diagnosing conditions like ADHD and ASD. This consideration is crucial not only for healthcare professionals but also for teachers and parents who observe and report symptoms.
