Attention-deficit/hyperactivity disorder (ADHD) represents a significant neurodevelopmental challenge across Asia, with its impact peaking during early adolescence, according to a new study published in the World Journal of Pediatrics. The research, conducted by scholars from Kyung Hee University College of Medicine in Seoul and various collaborators, analyzed data from the Global Burden of Disease Study 2023 (GBD 2023) to assess ADHD-related disability across 34 Asian countries from 1990 to 2023.
The study highlights the varying degrees of ADHD disability burdens by region, sex, and socio-economic development, revealing notable disparities. East Asia reported the highest levels of ADHD-related years lived with disability (YLDs), especially during ages 10 to 14. In contrast, Southeast Asia exhibited a decline in ADHD burden over the same period. Japan and China accounted for the largest national estimates of disability linked to ADHD.
The analysis showed that ADHD-related disability predominantly affected children and adolescents, peaking during early adolescence. Males consistently displayed higher rates of ADHD compared to females. The research also compared data from children aged 0-14 before the pandemic (2015-2019) and during the pandemic (2019-2023), revealing an increase in most countries, including a notable shift in the Republic of Korea from a decline to a rise in cases.
Researchers emphasized that while higher socio-demographic index (SDI) rankings correlated with increased estimates of ADHD disability, this could reflect variations in recognition and access to diagnosis rather than differences in the prevalence of the disorder itself. They stressed that these regional differences demonstrate the inadequacy of relying solely on Asia-wide averages for understanding ADHD’s impact.
The study authors urged for timely recognition of ADHD, particularly during early adolescence, to facilitate effective support measures. They also pointed out that ADHD symptoms in girls may be less noticeable, which warrants attention. The patterns identified in this research can inform actions by schools, clinicians, and policymakers. This includes enhancing teacher training to recognize diverse ADHD presentations, integrating screening into primary care services, and directing resources toward early identification and treatment.
As countries navigate varying rates of ADHD recognition and reporting, the findings serve to guide planning for educational and healthcare interventions rather than establishing a ranking of health systems. Further discussions on ADHD management in relation to the findings are anticipated as experts and stakeholders consider implications for public health strategies.
