In recent times, schools have experienced cases of students suffering from a wide range of emotional behaviors. The behaviors sometimes are manifested in terms of emotional tantrums or failure to control their anger while dealing with other children. in that regard, the behavior ends up affecting their relationship with other children, or their performance at school. Experts in the field of psychology have in often cases advised schools, teachers and parents that, they have a role to help such children to cope with the afore-explained situations (O’Neill, Schneiderman, Regendran, Marks, Halperin, 2014). In the ensuing expository essay, the focus is mainly to investigate on the reasons for increased cases of misdiagnosed behaviors in schools, backed with scholarly evidence, and bring forward the argument leading to this issue. Indeed, the rampant cases of misdiagnosed behaviors in schools are often caused by learning disorders, anxiety, ADHD and sensory problems among others as shown in the following discussion.
According to Ford-Jones (2015), learning disorders can be associated with increased cases of misdiagnosed behaviors among school going children. In his article titled ‘ Misdiagnosis of attention deficit hyperactivity disorder: 'Normal behaviour' and relative maturity’, he argues that, whenever children at school show repeated behaviors that are problematic, chances are that, they are suffering from a misdiagnosed learning problem. In often cases, such children find it difficult to deal with mastering simple skills, and they often end up irritated and frustrated. Whenever this happens, the children tend to be deceptive; pretending to know or understand a certain concept, but it is all in vain (O’Neill, Schneiderman, Regendran, Marks, Halperin, 2014). For the failure to open up and seek help, the teacher or the parent may not notice early enough to offer the needed help. In the end, the child ends up suffering with the weakness, without the teacher and parent knowledge.
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Experts have equally associated attention deficit hyperactivity disorder (ADHD) with the increased cases of misdiagnosed behaviors in schools. According to O’Neill, Schneiderman, Regendran, Marks, Halperin (2014), the situation remains unknown to many, and it has caused mayhem among children in schools. There lacks a proper or a well thought out plan to help in identifying this situation among children. Statistics show that, there exists 5.2% of children suffering from this condition across the globe (O’Neill, Schneiderman, Regendran, Marks, Halperin, 2014). In fact, most children suffering from this condition face many challenges throughout their schooling life. in often cases, when the problem go unnoticed, they end up using drugs, suffering from other psychiatric conditions, and in some cases even causing accidents. In often cases, the situation ends up affecting their health even in adult life. Considering the afore-explained situations, ADHD is a major cause of misdiagnosed behaviors often seen among school going children (O’Neill, Schneiderman, Regendran, Marks, Halperin, 2014).
Just what is the cause of most students getting misdiagnosed with certain behaviors? Experts argue that, in areas such as developed countries, family income, and students of color, are often misdiagnosed. The ethnic background of a student is often the major cause, as most teachers tend not to pay special attention to children of certain ethnicity (Loe & Feldman, 2017). Some sections of ethnic groupings end up being placed in a special program that may not help them improve their situation. Children from African, aboriginal backgrounds and native Americans often end up being misplaced and the special education they receive end up not helping them. by so doing, they end up mislabeled and miseducated (Loe & Feldman, 2017).
Going by the discussed issues in this essay regarding the causes of misdiagnosed behaviors in schools, the question that comes into mind is the appropriate method of solving the problem. At the level of parenting, experts recommend providing parents with information that will help them to identify weird and rare behaviors among their children. by so doing, parents will be on the lookout, and determine the right medication to offer their children. At the school level, teachers and other educators can come up with ways of knowing whenever children are being affected by certain behaviors and identify methods and means of helping them. At the same time, educators will be very keen to help such children to perform in school. Another strategy is to encourage students to speak up whenever they have challenges such as reading and comprehension challenges.
In conclusion, it’s obvious from the essay that, most students are being misdiagnosed in schools because parents and teachers lack the expertise to identify the special cases among learners. To mitigate this problem, educators and parents should join hands to help learners with such challenges.
References
Ford-Jones P. C. (2015). Misdiagnosis of attention deficit hyperactivity disorder: 'Normal behaviour' and relative maturity. Paediatrics & child health , 20(4), 200–202. doi:10.1093/pch/20.4.200
Loe I, Feldman H. (2017). Academic and educational outcomes of children with ADHD. J Pediatr Psychol ;32:643–54.
O’Neill S, Schneiderman R, Regendran K, Marks D, Halperin J. (2014). Reliable ratings or reading tea leaves: Can parent, teacher, and clinician behavioral ratings of preschoolers predict ADHD at age six? J Abnorm Child Psychol ;42:623–34.
