ADHD is an abbreviation for attention deficit hyperactivity disorder. Its prevalence is about 3-5% of school-age children. Children with ADHD have difficulty being tolerated and accepted by teachers and classmates due to inattention, hyperactivity, impulsivity, and decreased academic performance. Their cognitive, behavioral and emotional abnormalities also bring great pain and helplessness to their families. If not properly treated, about 10% of children with ADHD will be less educated than their normal peers by the time they reach adulthood. About 11.1% of adults with ADHD as children may have mood disorders such as agitation, arrogance, and low self-esteem. They also have interpersonal difficulties, lower occupational levels, and higher juvenile delinquency rates than the normal group of children. Early diagnosis and treatment of ADHD in children should therefore be taken seriously by society. ADHD is the result of a combination of biological, psychological, and environmental factors. After a child is diagnosed with ADHD, the first step is to pay attention to psychological and behavioral treatment. Psycho-behavioral treatment is a long and arduous process. Because the formation of the child’s bad behavior is often not intervened since childhood and gradually developed. The mental stimulants have an “immediate” effect on improving the child’s attention and impulsive behavior in most children, so teachers often recommend that students go to ADHD clinics, while parents have more concerns about medication, worrying that their children will become stupid after taking medication, will form a dependence on drugs, will affect the child’s growth and development, and so on. Therefore, the question arises: Under what circumstances should a child be treated with medication? Most children with ADHD have normal intellectual and mental development, but they have difficulty concentrating and behave in a hyperactive and impulsive manner, resulting in low efficiency in reading, listening and homework activities. The “fluctuating” and “declining trend” of academic performance is the prominent manifestation of the learning status of children with ADHD. The “volatility” of learning achievement refers to the fact that under the strict supervision of teachers and parents, learning achievement can be improved, but once relaxed, the achievement will drop significantly. But the difference between good and bad, the results of the ups and downs is very unstable. In normal children, this fluctuation is not very large. “The reason for this is that in the lower grades, because the course content is shallow and easy to grasp, despite the presence of ADHD, but as long as a little supervision and counseling, the results can still be at an intermediate level; when moving into the upper grades, the learning content is more difficult, and for children with ADHD who have a weak learning base, even if the supervision and counseling is strengthened, it is difficult to get better results. It is difficult to get good results. Therefore, if a child with ADHD has a large fluctuation in learning status and a tendency to gradually decline, that is, when there is an indication for treatment with psychostimulants, medication should be used to help improve the active attention of learning; at the same time, it can improve the child’s behavior impulsive, emotional abnormalities and other symptoms. Of course, the dosage and method of medication should be determined by a doctor first.