Faculty PD Session Explores: Are We Facing an ADHD Epidemic?
Earlier this spring, CDS welcomed Michael Decaire, founder and clinical director of FLEX Psychology, for an insightful Faculty Professional Development session focused on Attention Deficit Hyperactivity Disorder (ADHD) and the broader topic of neurodiversity.
FLEX Psychology is a multidisciplinary practice specializing in the diagnostic assessment and treatment of children, adolescents, and adults. Michael opened the session by sharing a compelling statistic: approximately 11–12% of individuals experience significant challenges with attention as part of the neurodiverse population.
While societal stigmas surrounding ADHD are gradually fading, Michael cautioned that we are now contending with what he calls an "inattention epidemic." Accelerated by the rise of online learning during the pandemic, modern life has dramatically reduced environmental regulation. Increased reliance on smartphones, 24/7 connectivity, high-speed media consumption, and overstimulating digital environments have all placed enormous strain on our self-regulatory systems.
Michael highlighted a troubling trend: while ADHD medication usage is on the rise, the most common path to diagnosis is often subjective—patients self-identify symptoms, and doctors prescribe medication without a comprehensive assessment. This has led to a high rate of false positives. “People are born with ADHD,” he emphasized. “It is often misdiagnosed, so it’s critical to undergo a proper, thorough assessment.” He also noted that anxiety disorders are the most frequent co-occurring condition among students with ADHD.
So, how should we, as educators and parents, respond to this flood of information and ever-evolving demands on attention? Michael encouraged faculty to begin with acceptance—acknowledge that many are struggling, recognize that some struggle more than others, and while we may not be able to change the broader landscape, we can find meaningful ways to support one another. “When we help students strengthen their self-regulation,” he said, “we also help improve their focus.”
Michael also reframed ADHD within the larger concept of neurodiversity, advocating for a shift away from a “disorder” mindset toward one of “difference.” Neurodiversity includes a wide range of conditions—ADHD, learning disabilities, Tourette syndrome, giftedness, and other mental health challenges—collectively representing roughly 16% of the population.
He clarified a common misconception: there is no such diagnosis as “ADD.” The “H” in ADHD—hyperactivity—is always present. For many children, movement is essential to their ability to listen and process. “If they’re made to sit still, their brains can become chronically under-stimulated,” he explained. This is why stimulants like caffeine or energy drinks are discouraged, as they can counteract the effects of prescribed medications.
Michael concluded by emphasizing the importance of meeting students where they are. In some cases, that might mean unconventional approaches—like connecting through video games. “I’ve done therapy while playing Fortnite with clients,” he shared. “Sometimes, that’s the only space where a child feels comfortable opening up.”
To learn more about ADHD or to explore options for a thorough assessment, visit flexpsychology.ca/assessment. As well, NYTimes Daily podcast listeners should check out this week’s podcast “Have We Been Thinking About ADHD All Wrong?”
Land Acknowledgment
The Country Day School wishes to recognize and acknowledge the land on which the school operates. Our nearest Indigenous Nations are now the Mississaugas of the Credit First Nation and the Chippewas of Georgina Island. The Dish with One Spoon Wampum covenant is often cited as an example of the shared responsibility for caring for these lands among the Huron-Wendat, Anishinaabe and Haudenosaunee peoples who would call these their traditional territories. CDS respects the relationship with these lands and recognizes that our connection to this land can be strengthened by our continued relationship with all First Nations, by acknowledging our shared responsibility to respect and care for the land and waters for future generations.
School Information
Junior, Middle and Senior Schools
13415 Dufferin Street, King, Ontario L7B 1K5
(905) 833-1220
communications@cds.on.ca
admissions@cds.on.ca
Founded in 1972, The Country Day School is a co-educational private school offering programs in JK-12 and located on 100 acres north of Toronto in King.
13415 Dufferin Street, King, Ontario L7B 1K5
(905) 833-1220
communications@cds.on.ca
admissions@cds.on.ca
Founded in 1972, The Country Day School is a co-educational private school offering programs in JK-12 and located on 100 acres north of Toronto in King.
