Paul Tough

So he talks about ADHD as not having any kind of natural cutting point where you can say this person has it and this person does not have it. but instead that ADHD symptoms exist on a continuum where almost everyone has some of these symptoms and that there are some for whom it is really an extreme problem, but there's not a natural cutting point.

So he talks about ADHD as not having any kind of natural cutting point where you can say this person has it and this person does not have it. but instead that ADHD symptoms exist on a continuum where almost everyone has some of these symptoms and that there are some for whom it is really an extreme problem, but there's not a natural cutting point.

And to him, this distinction is important not only scientifically, but also kind of like psychologically and emotionally, that it enables us to tell young people that this is not just a case of them having a deficit of a certain skill or

And to him, this distinction is important not only scientifically, but also kind of like psychologically and emotionally, that it enables us to tell young people that this is not just a case of them having a deficit of a certain skill or

And to him, this distinction is important not only scientifically, but also kind of like psychologically and emotionally, that it enables us to tell young people that this is not just a case of them having a deficit of a certain skill or

and that that's a disorder that has to be treated medically, but instead that their problems may have more to do with a misalignment between their own unique brain and the situation that they're in.

and that that's a disorder that has to be treated medically, but instead that their problems may have more to do with a misalignment between their own unique brain and the situation that they're in.

and that that's a disorder that has to be treated medically, but instead that their problems may have more to do with a misalignment between their own unique brain and the situation that they're in.

And if that's the case, sometimes medication can still help make that environment more tolerable, but there also might be things that we could change in their environment, that they could change in their habits and patterns that would have the same kind of positive result that medication would have.

And if that's the case, sometimes medication can still help make that environment more tolerable, but there also might be things that we could change in their environment, that they could change in their habits and patterns that would have the same kind of positive result that medication would have.

And if that's the case, sometimes medication can still help make that environment more tolerable, but there also might be things that we could change in their environment, that they could change in their habits and patterns that would have the same kind of positive result that medication would have.

You know, it's interesting. It might not have implications for treatment, but it changes, I think, the way you think about your treatment and the way you think about yourself, the way you think about your own brain. I think when we give kids the message that this is a brain-based problem, that it's a disorder in the brain,

You know, it's interesting. It might not have implications for treatment, but it changes, I think, the way you think about your treatment and the way you think about yourself, the way you think about your own brain. I think when we give kids the message that this is a brain-based problem, that it's a disorder in the brain,

You know, it's interesting. It might not have implications for treatment, but it changes, I think, the way you think about your treatment and the way you think about yourself, the way you think about your own brain. I think when we give kids the message that this is a brain-based problem, that it's a disorder in the brain,

that that's something that they take in as a sort of identity, as a message about who they are and what they can accomplish. And if instead it is portrayed, I think more accurately, as a mismatch between where you are and how your brain works, that says something very different to kids.

that that's something that they take in as a sort of identity, as a message about who they are and what they can accomplish. And if instead it is portrayed, I think more accurately, as a mismatch between where you are and how your brain works, that says something very different to kids.

that that's something that they take in as a sort of identity, as a message about who they are and what they can accomplish. And if instead it is portrayed, I think more accurately, as a mismatch between where you are and how your brain works, that says something very different to kids.

It says maybe medication is the right thing right now, but it's also possible that in the future this is going to change, that you're going to find your way to another kind of situation that's not like high school English class where your brain is actually going to be really powerful and really well-suited.

It says maybe medication is the right thing right now, but it's also possible that in the future this is going to change, that you're going to find your way to another kind of situation that's not like high school English class where your brain is actually going to be really powerful and really well-suited.

It says maybe medication is the right thing right now, but it's also possible that in the future this is going to change, that you're going to find your way to another kind of situation that's not like high school English class where your brain is actually going to be really powerful and really well-suited.