In school-age children there are such children who are easily distracted in class, not stopping for a moment, making small movements, talking a lot, procrastinating on homework, making many careless mistakes, and losing things, from the first grade to the second or third grade soon show the impact on their academic performance. Parents feel very confused, the child is quite smart, but also has the desire to control themselves during listening, homework, to maintain academic progress, but always say that they can not do, “do not keep their word”, sometimes parents severe punishment (scolding) can be good for a few days after ….. Year after year, under the “severe” discipline of parents and teachers, the child’s situation does not improve, but increasingly unable to listen to criticism, talk back, confrontation, do not care, learning motivation disappeared. In the face of these situations, it is important for parents and teachers to have a true understanding of the symptoms of the child’s behavior and to help these children successfully complete their education and grow up healthy. What is hyperactivity and attention deficit syndrome? Hyperactivity and attention deficit disorder is a common psychological and behavioral disorder of childhood, which is characterized by inattention, hyperactivity, and impulsivity that is incompatible with the child’s age and developmental level, referred to as hyperactivity. Studies by domestic scholars suggest that the incidence of ADHD in children is 4.3-5.8%, with a male to female ratio of 3-4:1, and significantly more boys than girls. In recent years, more and more studies at home and abroad have shown significant differences in EEG functions, neurotransmitter levels, and executive functions in children with ADHD compared with normal controls. To date, the etiology of ADHD is unclear and is caused by multiple factors. Genetic factors: Genetic factors are an important cause of ADHD. The probability of the same occurring in children with attention deficit hyperactivity in family members is higher than that of the average child, and molecular genetic studies suggest that ADHD is a polygenic genetic disorder closely related to neurodevelopment. Psychosocial factors: Adverse family and social environments can trigger or exacerbate attention deficit hyperactivity behavior. Adverse maternal factors during pregnancy such as infection, intoxication, alcohol consumption, smoking, malnutrition, asphyxia and hypoxia during delivery, and low birth weight babies can contribute to the risk of developing ADHD. Parents often have misconceptions about the attention deficit and hyperactive behavior exhibited by children, believing that their children are “habitual”, “lazy”, “don’t”, “dawdling”, or “dull”. Parents often have the misunderstanding that their children are “habitual”, “lazy”, “don’t want”, “dawdling” caused by parents’ “bad education”, etc. Parents often ask: Why can my child pay attention for half an hour or even an hour while watching TV, playing on the computer, or other activities that interest him/her, but he/she starts to get distracted and make small movements during homework within a few minutes? Is this an attention deficit? In fact, attention deficit refers to the impairment of higher active attention: the persistence and stability of attention in activities that require cognitive involvement and willful effort (e.g., school work) is reduced, and the ability to focus on cognitive goals is insufficient. As opposed to lively and active, hyperactivity refers to poorly organized, poorly regulated, and excessive activity. It is significant hyperactivity regardless of the occasion (home, school, assembly, in front of guests), aimless, often destructive, and more impulsive regardless of danger. Effects of hyperactivity and attention deficit on children Children with ADHD who do not receive timely and effective therapeutic interventions will gradually affect the child’s academic development, after 2-3 grades performance grades gradually fail to keep up, because they always fail to complete their homework in time, have difficulty in self-control of behavior in the classroom, are criticized more by teachers and parents, have a strained relationship with teachers and parents, and often small partners do not like to play with them. Over time, the child’s internal frustration is frequent, lack of self-affirmation, self-trust, helplessness, low self-esteem, giving up, motivation to learn disappears, cognitive impairment occurs, always feels that it is the teacher and parents who have trouble with them, mood swings, tantrums, confrontation, the problem evolves more and more complex and difficult. What treatments are available for hyperactivity and attention deficit? Medication: Medication is the main method of ADHD treatment as it has positive efficacy in improving attention deficit, reducing activity level and impulsive behavior, improving academic performance, and improving interpersonal relationships in children with ADHD. Medication needs to be applied rationally under the guidance and monitoring of a physician. The benefit of medication is to control symptoms, initiate progress, and create conditions for psychotherapy and educational training to receive significant results. Psycho-behavioral treatment: This includes behavior modification and parental emotional management. Children’s behavior correction focuses on coaching children’s self-awareness and self-direction to reach the gradual establishment of behavior self-regulation; problem-solving steps and self-management skills development; empathy training: recognizing emotions, regulating emotions, thinking from the perspective of others, reducing tension, reducing hostility, transforming bad emotions; communication skills, learning to listen; alternative behavior development; skills to cope with frustration and restore self-confidence Training. Parental emotion management focuses on observing yourself, discovering when and what you tend to lose control, making a record of the behaviors that scold your child, and realizing that a good parent-child relationship is the foundation of treatment. Prevent getting caught up in negative interactions with your child. Model to your child the behaviors you want him to emulate. Parent training: Teach parents the skills to manage children’s behavior through step-by-step procedures, learn how to respond to children’s problem behaviors in the home environment, learn to identify ineffective methods early, avoid staying in the criticism, blame, and punishment methods, start a new cycle, start with relatively easy goals, help achieve goals, let children experience an increase in self-efficacy, and gradually enhance children’s ability to effectively ability to complete academic tasks. Fosters a positive and interactive parent-child relationship. School support: Establishing a contact card with the school to gain the school’s cooperation may allow the child to sit in the front row of the classroom, near the teacher, so that the teacher can notice the child frequently to reduce distractions. Teachers should understand the particularly active nature of these children and try to arrange for them to participate in as many recess activities as possible so that their excess energy can be released. Every child holds a good wish inside, and they are especially eager to receive affirmation as they grow up. Children who receive affirmation from parents, teachers and peers are likely to develop a sense of security, self-confidence and improve the developmental process of self-esteem. If a child is not accepted and affirmed for a long time, he or she will become inferior, timid, or give up on themselves. Children with ADHD are “special needs” children. Families and society, parents and teachers need to know more about these children and more ways to help them, so that the effects of hyperactivity and attention deficit on children can be minimized. I hope that more and more children will grow up happier and healthier after finding effective help!