This is the question posed by a slew of recent reports about the number of children and young people who are struggling with attention deficit disorder (ADD).
The most recent is a study released last month by the American Academy of Pediatrics (AAP) that found that more than half of children ages 2 to 18 years old are diagnosed with ADHD, and the figure has climbed to nearly a third of children, according to data from the National Center for Health Statistics.
It’s not just young people struggling to pay attention to their peers; older kids also struggle, according the AAP, and preschoolers are also at risk.
And while it may seem counterintuitive that the most successful kids would also be the most likely to be diagnosed with ADD, that’s not always the case.
Researchers have found that the more kids in an individual family that are hyperactive, or hyper-attentive, the higher their odds of being diagnosed with it.
The findings are especially troubling for preschoolers, who have the highest rate of hyperactivity among kids of all age groups.
For preschoolers with ADHD and the same parents, the odds of them being diagnosed were one in 50, according a report published in January by the Child Development journal.
And for kids ages 2 through 4, the rates are even higher, with one in 60 kids with ADHD being diagnosed at age 4, compared to one in 2,500 kids ages 3 through 6.
A few other findings from the study are especially alarming: kids who have been diagnosed as hyperactive or hyperattentively are more likely to have poor grades in school, be suspended, and even be expelled from school.
And kids who struggle to pay their attention to other kids are more at risk of being suspended, expelled, or arrested for drug use.
There are plenty of things that can be done to reduce the chances of kids developing ADHD.
But one of the biggest is to teach kids to pay more attention to themselves.
In a 2015 study, researchers found that in preschools, students who spent more time doing chores and getting into regular physical activity had better grades, were more likely not to have ADHD symptoms, and were more successful academically.
In other words, the more we teach kids about themselves, the better they are likely to get on with life.
A new study published last week in Pediatrics found that children who spend more time interacting with their peers also have better grades and are less likely to engage in drug and alcohol use.
In addition, preschoolers who spend the most time with their families were more resilient in school and showed higher levels of resilience in terms of positive social skills and academic achievement.
This research is important because it could mean the difference between kids who are getting the attention they need from their families and children who are not.
It could also help us understand how children develop ADHD in the first place.
A lot of research is focusing on how ADHD is influenced by genetics.
The same genes that can make children hyperactive and hyperatten to others are also what make them more likely than others to develop ADD.
The theory is that the genes that cause hyperactivity are present in different parts of the brain, but these genes can be activated when kids spend time with others and that makes them more hyperactive.
This can also happen when kids who lack the gene that causes ADHD develop ADD, which in turn makes them develop ADD in turn.
The study in Pediatrics looked at data from more than 6,500 children ages 3 to 14 who were in preschool or kindergarten, and who were either hyperactive (hyperactive kids had three times the rate of ADHD) or hyperactive with their parents (hyperactivity kids had a two-to-three times higher rate).
The kids with the genes involved were also more likely (by about half) to have the same symptoms of ADHD.
Researchers also found that kids who had ADHD symptoms but who were not hyperactive had a higher rate of being sent to a private school than kids who were hyperactive but not hyperattened.
This study was just one of several that has found that there are certain factors that influence how kids develop ADHD.
For example, some research has suggested that kids with more of the gene involved in hyperactivity may also have problems with social skills, which can be an indicator of whether or not they have ADHD.
Other research has shown that hyperactivity is an innate behavior, and that children with ADHD will be more likely if they develop the same behaviors early on as their peers.
And the most recent study by the AAP suggests that preschoolers in general have the greatest risk of developing ADHD in adulthood, even if they are still in preschool.
There is a lot of speculation as to how ADHD develops, and whether it could be prevented.
One theory is based on a theory that kids start developing ADHD early in life, and it’s possible that those symptoms develop at an earlier age than others.
Another theory, known as the “early warning hypothesis,” says that ADHD symptoms develop when kids have trouble paying attention to the world around them.
Some researchers believe