After working in the clinic for a long time, I often encounter such parents (of course, most of them are mothers) who ask me anxiously, “Is my child hyperactive because he is inattentive in class and has a lot of small movements?” Some of them are very helpless. Some of them are very helpless, “I am always being called or texted by the teacher, and now I am afraid of receiving phone calls from the teacher.” Then they are disappointed. Then, they complain with frustration, “I have said and done everything at home; I have praised and criticized my children, and sometimes even scolded them, but at first they agreed to be good, sometimes even for a while. But after a while, or at school, they still don’t change. I am at my wit’s end. I also feel guilty after each time I hit my child. But every time I see him disobeying and making mistakes, I’m really angry, and I get angry all of a sudden.” In the end, they all hope that the doctor can give a clear diagnosis, and they hope that the doctor can give some high level advice to help educate their children. For such parents, I usually ask them a few questions before making a diagnosis. First, is your child smart? We know that the intelligence level of children at different ages and the rate of intellectual development of different children are different. Generally speaking, the majority of children are of average intelligence, and the minority of children are of exceptional or low intelligence. This is also true in a school or a classroom. Our classroom teaching always takes care of the intellectual level and knowledge base of most students. As a result, the over-intelligent will find it not difficult, and the under-intelligent will find it too difficult to motivate and maintain their interest in learning, so they will be inattentive and have too many small movements. In my experience, there are few children who are smart and hyperactive like this. Because of their intelligence, they may feel that they can understand the lesson as soon as they hear it, so their attention will be lax and they may not be able to keep up with the teacher’s pace and grasp the key points of the class. On the other hand, such children tend to be more sensitive, especially to frustration. Therefore, they tend to adopt an avoidance strategy when they don’t understand something, or when they don’t know a problem, or when they are prone to make mistakes. Over time, their accumulated knowledge in the classroom is worse than their classmates, so it is more difficult to keep up with the pace of the teacher’s lessons, inattention and hyperactivity will be more serious. However, if such children are allowed to engage in activities that are not related to school knowledge, they often show a very smart side, making parents and teachers confused. I once had such a hyperactive little patient. During the winter break of his sixth grade year, his teacher had assigned him to read a book about the Tao Te Ching. To be honest, the book was a bit obscure, and the logical relationship between the explanations, translations and examples was not clear at a glance. Even with my intelligence, I had to read each text two or three times before I could understand it. After I told this young patient my experience, he was motivated to read the book. It took him nearly a month to finish the first 10 chapters, and he was able to repeat the original text, explain the main meaning of each chapter, and give very appropriate examples, which amazed both the parents and me. 2. Is your child interested in learning? I often ask parents who complain about their child’s lack of concentration what activity their child is concentrating on. Parents often say that when their children are watching TV or playing on the computer, they often stay focused for an hour or two. But when they return to study and do homework, they drink water and play with pencils for a while, without being quiet and engaged. What’s more, children’s attention span varies from one subject to another in the same classroom. Why would the same child have such opposite performance in different activities? This is the difference that interest makes. We often say that interest is the best teacher. The amount of interest has a very obvious effect on a child’s attention on a particular activity. We adults all have this similar experience, when we attend a boring meeting but can not slip, we are often on pins and needles, not to mention inattention, nail clipping, nose picking, reading text messages, small talk, all kinds of vices, than children’s hyperactivity, more than ever. However, we do not put ourselves in the category of hyperactivity, although we often diagnose similar children in this way. How do you think about hyperactivity? Hyperactivity, from an evolutionary point of view, may be a good gene of nomadic people [1]. However, such an excellent gene has become a barrier to learning in the collective schooling brought about by industrialization, and everyone cries out for it. Even so, I can find some counter-examples that prove the excellence of “hyperactivity”. For example, Phelps, who shocked the world by winning a record eight gold medals at the 2008 Beijing Olympics, is a typical ADHD patient. The reason he took the path of swimming, but also just because his mother hopes that swimming can cure his “ADHD”. Also, generally speaking, the parents of hyperactive children, at least one of them, when the child has similar symptoms. But the parents didn’t think they were sick, so they were fortunate not to be treated as sick, but grew up healthy and well, and some even became the best in their field. It should be noted that there are many such people. One parent with such an experience often has a more tolerant attitude toward his or her child, in contrast to the other parent’s attitude toward the child. Of course, if not handled well, these two attitudes can bring about a conflict in parenting styles that can add to the child’s discomfort and aggravate symptoms. I still remember that two years ago, the mother of a young patient was immediately much relieved when she heard me explain this. In her future education, she also tried to tolerate her child’s various manifestations. The child’s progress can even be described as miraculous. In just two years, she was already a third-rate student at the district level. IV. How do you educate your children? When I ask parents under what circumstances their child’s lack of concentration and hyperactivity would be more obvious, most parents would say when their child is nervous and unable to perform a certain activity. However, when asked further why their child is nervous, parents have a wide variety of answers. What most parents don’t realize is that an anxious or demanding parent is often a major source of nervousness for their child. My sense is that behind a hyperactive child, there is at least one overly anxious parent. This poor parenting style can significantly exacerbate or induce hyperactivity in the child, and then they in turn become more anxious or demanding because of the child’s hyperactivity and believe that their anxiety and blame is the result of the child’s hyperactive behavior, not the cause. I thought that as long as a family still held such beliefs, it would be difficult for their child to truly heal. After asking these questions, sometimes, I would give my child a diagnosis of ADHD. But I know for myself, and I also often explain to parents, that such a diagnosis is made only so that when I communicate with my peers, I can explain that we are treating the same set of symptoms represented by the same disorder. The reason why I ask these questions carefully before making a diagnosis is that I want to convey to parents the idea that I do not deny the existence of polymovement as a disease. However, it is not enough to explain hyperactivity from such a biological perspective alone; it is even more insufficient to treat hyperactivity with medication alone. The treatment of hyperactivity calls for the establishment of a holistic social-psychological-biomedical model.