Children who are often described as “naughty,” “careless,” or “undisciplined” may sometimes be showing signs of attention-deficit/hyperactivity disorder (ADHD), a neurodevelopmental condition that affects attention, impulse control, activity levels, and emotional regulation. On World ADHD Day, observed on July 13 to raise awareness about the condition, experts have highlighted the importance of understanding children’s behaviour instead of immediately labelling it as disobedience. Early recognition and appropriate support can help children manage challenges and reach their potential.

Clinical psychologist and special educator Puja Dutta, Senior Mentor at India Autism Centre, said many parents approach her with concerns that their children are being criticised for behaviours they cannot fully control. She explained that ADHD is not a result of poor discipline or intentional misbehaviour but is linked to differences in how children regulate attention, impulses, emotions, and activity levels. According to her, understanding the reasons behind a child’s actions is an important step towards providing the right support.

Dutta said signs of ADHD may become noticeable between the ages of 3 and 6 years, although many children are identified only after starting school when expectations around sitting still, following instructions, and completing tasks increase. She emphasised that parents should focus on consistent patterns rather than isolated incidents. Repeated difficulties across different environments, such as home and school, may provide stronger indications that a child needs professional evaluation and guidance.

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The psychologist explained that ADHD does not appear in the same way in every child. Some children may display visible signs such as constant movement, interrupting conversations, acting impulsively, or struggling to wait for their turn. Others may show quieter signs, including frequent daydreaming, losing track of instructions, forgetting daily tasks, or requiring extra effort to complete activities. These less noticeable behaviours can often go unrecognised because they do not always appear disruptive.

To understand whether a child’s behaviour may require further attention, Dutta suggested that parents consider whether the child repeatedly struggles with organisation, emotional regulation, or completing routine tasks despite receiving support. Parents should also observe whether similar concerns are being reported by teachers or caregivers in other settings. She added that replacing criticism with compassion can make a significant difference in helping children with ADHD develop confidence and coping skills.

Dutta advised parents to move beyond questions such as why a child is not listening and instead explore what may be causing the behaviour. With proper understanding, assessment, and evidence-based support, children with ADHD can learn strategies to manage their challenges and succeed academically, socially, and emotionally. Experts stress that awareness and timely intervention play a key role in ensuring children receive the help they need rather than being misunderstood or unfairly labelled.

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