Attention deficit hyperactivity disorder (ADHD), also referred to as ADHD, has core symptoms of attention deficit, hyperactivity and impulsivity. Attention deficit disorder includes: failure to pay attention to details, carelessness, inability to sustain attention on boring and repetitive content, distracted, distracted when others speak to him, impatient to listen to instructions or commands, needing constant reminders of daily life, things are messy, forgetful, forgetful, loses things, often loses things, no sense of time. Hyperactivity includes: running around, climbing high and low, not afraid of danger, high energy, not feeling tired, unable to sit or even leave the seat, twisting his body around while sitting, moving around or playing with his fingers, being noisy while playing and needing to be told to keep his voice down. The child’s movements are more rude, poor motor coordination, often touching others intentionally or unintentionally, more physical movements, easily annoyed or misunderstood to hit. The child loves to talk, even when he should not talk. Impulsiveness includes: impatience, no matter how busy someone is or someone else is talking, he or she will interrupt or interject, and will answer questions before they are finished. He may be nosy and overzealous about many things, often giving ideas for others, and is prone to conflict or unhappiness when others do not listen to his opinions. They are reluctant to stand in line, have difficulty taking turns with others, and show impatience or unhappiness even when they have to stand in line. In addition, children with ADHD have a wide range of academic performance, usually have a poor sense of time, have difficulty distinguishing the feelings or opinions of others, and may be perceived as not being polite. Overall, children with ADHD have characteristics that cause them to perform less well academically than they are capable of and have significant interpersonal problems, both with peers and with parents and teachers. A growing number of follow-up studies in recent years have shown that instead of complete remission of core symptoms, a significant proportion of patients have significantly increased rates of co-morbidity with other behavioral and emotional disorders as children age, and that co-morbidity also affects the outcome of treatment for ADHD patients. Studies have found that symptoms of ADHD persist into adulthood in about 65% of cases, and that children with ADHD are 5-10 times more likely than normal children to develop antisocial personality disorder, criminal behavior, and alcohol and drug abuse in adulthood. Patients’ academic and vocational achievements lag far behind those of normal children, placing a severe burden on both families and society. The previous view was that ADHD was a lag in the maturation process and that the symptoms of ADHD would gradually disappear as the child matured. However, it has now become clear that most children diagnosed with ADHD continue to have symptoms into adolescence and into adulthood. It is generally believed that children with ADHD with milder symptoms can be treated without medication in some cases if they are identified early, education is enhanced, and the living environment is improved. As they grow older, excessive activity will be suppressed after adolescence. Even if there are still some mild symptoms, the impact on learning and life will not be significant. For children with more severe symptoms, it is different, and early action must be taken to use the necessary medication to achieve good results. Otherwise, it is very likely to delay treatment, aggravate the condition, and eventually develop and have destructive, aggressive behavior, resulting in “adult ADHD”, causing adverse effects on future learning and work. The main manifestations of ADHD are: poor social adjustment, difficulty in work stability, inattention, poor interpersonal relationships, and even other psychiatric disorders. The treatment of ADHD needs to be comprehensive, and it is very necessary to choose the best treatment method and reasonably. Currently, the main treatment methods for ADHD are medication, psycho-behavioral therapy, family therapy, and EEG biofeedback therapy. Before deciding to use medication to treat ADHD patients, the diagnosis should first be determined, and the diagnosis should be sought to be rigorous, and those who do not meet the diagnostic criteria can be given behavioral therapy and family therapy. However, if the diagnosis of ADHD is confirmed, medication is almost always recommended unless the child is too young or the core symptoms are not obvious and have not yet caused complaints or learning problems from teachers. In principle, it is better to start treatment at a younger age because it is important for children to establish good study and living habits early on, and to develop self-confidence and a sense of responsibility, which can have a profound impact on their future. There are two types of medications available, one is a central nervous system stimulant, represented by methylphenidate, which is currently available in three dosage forms: immediate release (Ritalin), slow release, and extended release (Focusa). The other is a non-stimulant drug, such as tomoxetine, a selective norepinephrine reuptake inhibitor, which has the advantage of covering the improvement of symptoms at night and is superior to stimulants for those with comorbid tics or mood disorders.