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ADHD


When a child is struggling in school, a comprehensive psychoeducational evaluation conducted early on with periodic reevaluations can drastically change their trajectory and maximize their chances for academic success.



Executive functioning impacts all aspects of "studenting," including: planning, managing time and physical things, starting and completing a task, turning in assignments, note-taking, memory, studying, and managing stress. Executive functioning is not explicitly taught in most schools; instead, it is implicitly expected and assumed that a student will “figure out” their responsibilities and follow through with them.



Simply put, the etiology of ADHD is complex and can involve multiple causes. To date, all of the major ones fall in the realm of neurology and genetics (biological causation) with no evidence that social factors alone can account for the condition. However, there is some evidence that a few social factors (chronic stress, global adversity) might interact with genetic liability to the disorder to exacerbate it.



FOMO, or the fear of missing out, has become a popular term in American culture. The phrase is regularly referenced and was defined in a recent study as “a pervasive apprehension that others might be having rewarding experiences from which one is absent. FOMO is characterized by the desire to stay continually connected with what others are doing.”



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