reduce impulsiveness, and help the patient stay on task
(Alvarez-McHatton). These pharmaceuticals are available
only through a doctor’s prescription. As an elementary school
teacher, teaching fifth grade, I had my first opportunity to
compare a medicated ADHD student with a non-medicated
ADHD student. The medicated student, who I will call
“Bobby,” was formally diagnosed with ADHD, was on
medication, and quite well-behaved and attentive. I was told
his parents had tried “everything” and finally resorted to
medication. He was the ideal student. He sat still, kept a stoic
expression, got along with his classmates, didn’t engage in any
disruptive behavior, and very submissively did everything he
was asked to do. His grades ranged from average to
excellent. Everything a teacher could want. In contrast, the
other student, whom I will call “Other Bobby”, had not been
formally diagnosed with ADHD to my knowledge, and was
definitely NOT taking any medication to help him maintain
self-control. He had great difficulty engaging himself in the
traditional learning process, and could not keep his school
materials and supplies in order. A description of his eyes
would be like those of a wild animal. He had very little selfrestraint, spoke impulsively with no filter, and was generally