"Two new studies suggest that many young children who are identified as troubled or given diagnoses of mental disorders settle down in time and do as well in school as their peers."
Now we have yet more evidence to undermine the state's unnecessary practice of over-medicating our more troublesome (and troubled) children:
In one study, an international team of researchers analyzed measures of social and intellectual development from 20,000 children and found that disruptive or antisocial behaviors in kindergarten were not at all correlated with academic success at the end of elementary school. Kindergartners who interrupted the teacher, defied instructions, even picked fights, were performing just as well in reading and math as well-behaved children of the same abilities by fifth grade, the study found.For further details, see the International Herald Tribune
In the other study, government researchers using imaging techniques found that the brains of children with attention-deficit/hyperactivity disorder developed normally but more slowly, in some areas, than in children without the disorder.