My last few minutes have been immersive and joyful (synonyms!). It began with this hurdy-gurdy video.
I clicked on it partly out of curiosity and partly to override the moment’s earworm. While it played I looked up how much a used hurdy-gurdy costs and where I might find hurdy-gurdy lessons. I imagined myself playing in a quiet part of a Renaissance faire in a long period dress I made myself, or maybe playing between the readings of tolerant poets. John Holt’s bookNever Too Latecame to mind. He wrote about learning to play the cello at age 40, putting it down, then taking it up again more seriously at 50. This would be good for me, I told myself, then immediately recalled other good-for-me schemes I’ve never hatched due to bare-bones frugality and my roller coaster-shaped motivation
A moment came to mind. It was in Cleveland’s downtown district and I was five years old. There on a sidewalk I saw what my grandmother told me was an organ grinder. The man played music by turning a crank on a clever device. He was wearing an old-fashioned vest and hat. Attached to him with a rope was a small monkey wearing a tiny version of the same vest, holding out a tiny hat for people’s coins. I was pretty sure I’d stepped into magic for real this time. My mother wouldn’t give me anything to put in its hat and quickly pulled us away from “that filthy animal.” I’d already watched long enough to see the man had a dour expression and the monkey’s eyes were sad. I asked a lot of questions about that monkey, until grown-ups got tired of answering. Then I thought many more questions silently.
This reminded me of a picture book I used to read to my kids, Perfect The Pig, where a darling flying pig is captured by a man who makes him perform. That book ends well, probably far better than that long-ago monkey’s fate. My mind inexorably shifted to the plight of the smart, intelligent creatures we confine in crates on massive pig farms so I did what I could for animals in my care by letting the dogs out.
I did so while singing them an impromptu version of Lennon’s Let It Be, which easily lent itself to new lines in a rendition most accurately titled, Let Us Pee. While waiting on the porch I listened to birds and wondered if we’d seen the last oriole, at least until next spring. I imagined the fortitude it takes to fly 1,000 or more miles and sighed for my lack of comparable tenacity. Still waiting for the dogs’ perambulations to end, I deadheaded some flowers wet with dew. Their dampness led me to consider how all the water on Earth has been here since the planet’s birth, meaning these drops of water have been dinosaur blood, ocean waves, rain, tears, and thunderstorms. This led me to wonder, as I occasionally do, about quantum entanglement. I’m fascinated by so much of what I don’t understand, which means just about everything seems fascinating to me. I dearly want to ask an expert if every particle isn’t already entangled with every other particle.
On the way back in with the dogs a spam call jingled my phone. I made myself a second cup of coffee, decaf thanks to cardiac issues. (Caffeinated sympathy welcome.) I told myself “This will be a day of accomplishment,” which is my usual 7 am delusion. I reviewed my wildly optimistic to-do list, fully aware I couldn’t possibly catch up with manuscripts to review, emails to answer, submissions to read, and classes to plan on top of non-work things like tending our vegetable gardens and giant hoop house verdant with plants I started under grow lights back in early April’s optimism. (I love to-do lists even if mine aren’t all that interesting compared to, say, DaVinci‘s.) I do not have time to fritter away, although I do fritter. Within a few minutes, my desktop had 11 tabs open.
This is a typical ten-minute span of my life. I was never in any danger of taking up the hurdy-gurdy.
I was told I had attention deficit hyperactivity disorder (ADHD) by the psychologist interviewing my then seven-year-old son quite some time ago. (It appears a third to a half of children with ADHD have at least one parent with it too). Although teachers and other authorities treated his diagnosis as a problem, I explained to my son his was a different way of being, explaining that humanity has always benefitted from the gifts now labeled a “deficit.”
In deep history, our species thrived, in part, because some people in their tribes were drawn to closely observing/predicting patterns— in weather and environment, plant and animal behavior, signs of conflict in the group –people uniquely attentive to detail yet attuned to the bigger picture. The “wanderlust gene” drd4/7r is associated with ADHD and, in our long human history, may have driven cultural change as this subset of people were drawn to new ideas, different solutions, and new areas to explore. This gene regulates traits such as motivation, thrill-seeking, and risky behavior. It’s also related to a longer lifespan.
As reported in Scientific American, forty-plus years of research have identified:
22 reoccurring personality traits of creative people. This included 16 “positive” traits (e.g., independent, risk-taking, high energy, curiosity, humor, artistic, emotional) and 6 “negative” traits (e.g., impulsive, hyperactive, argumentative). In her own review of the creativity literature, Bonnie Cramond found that many of these same traits overlap to a substantial degree with behavioral descriptions of Attention Deficit Hyperactive Disorder (ADHD)– including higher levels of spontaneous idea generation, mind wandering, daydreaming, sensation seeking, energy, and impulsivity.
Research since then has supported the notion that people with ADHD characteristics are more likely to reach higher levels of creative thought and achievement than people without these characteristics… Recent research by Darya Zabelina and colleagues have found that real-life creative achievement is associated with the ability to broaden attention and have a “leaky” mental filter– something in which people with ADHD excel.
Recent work in cognitive neuroscience also suggests a connection between ADHD and creativity… Both creative thinkers and people with ADHD show difficulty suppressing brain activity coming from the “Imagination Network“
Yet we’ve pathologized this way of being, largely because it doesn’t fit as well in the narrow model of school or workplace. The very things we define as problems are instead vital aspects of human diversity
I thought of my own probable diagnosis as little more than a funny way to explain my messy desk and tendency to take on too many project. The few times I read about adult ADHD or clicked online “do you have ADHD?” self-tests, I didn’t fit into many of their problem behavior lists. I’ve made the bed every morning since I was very young. Other than my desk, my home is pretty neat. I put laundry away and make regular healthy meals and water my plants on a schedule. I assumed I didn’t have it after all. Then, a few years ago, a doctor confirmed I indeed had ADHD– the inattention type. “I can recognize it,” she said, “almost immediately. There’s a different energy in the room, a brightness, not to mention how you bring in so many aspects of a topic.” I liked having this called “a brightness.” (I have never before or since been affirmed for bringing in so many aspects of a topic.)
I recently learned that ADHD is related to my laughable clumsiness. I’ve lived in the same place for 24 years yet still stub my toes on furniture, catch my sleeves on door handles, knock books on the floor. I have so many stories of my clumsiness that my memoir, if I write one, should include the word “awkward” in the title. ADHD is related to my spatial reasoning issues, which explains why I try my darnest yet still can’t reliably transfer leftovers to an appropriately sized container and has to do with why I so easily get lost.
ADHD (and introversion) likely have to do with why I’m too jazzed up to sleep after even the mildest social event. It probably explains how energized I am by conversations, brainstorming, reading, and teaching. These are flow states for me. I focus relentlessly when reading and, when I’m lucky, writing. This isn’t well-regulated attention, but differently-regulated attention. I was the kid who read so intently she often didn’t notice the class had moved from free-reading time to math. I’m the adult who missed a connecting flight because of a good book.
I don’t have the high energy characteristic of the “hyperactive” part of this diagnosis, even though my mother called me a “wigglewump” when I was a child and my kindie report card gave me all smiles except one no-smile for “sits still.” These last few years of Skype calls and Zoom meetings have truly outed me. Now I’m forced to see myself as others see me. I itch, I shift, I look away, I drink water, I make more dramatic facial expressions than those who more calmly inhabit their virtual squares. I work hard to keep myself still. What helps me do that is movement no one can see —a foot rotating in a figure eight under the desk, lifting my legs from the chair, tightening and releasing my muscles — all to keep me present. That said, I have no trouble teaching via Zoom, especially teaching memoir writing. I can focus all day without a problem because I find people and their stories endlessly fascinating.
Emotional dysregulation can be a part of ADHD. I don’t suffer from rages or meltdowns, but whew, I’ve struggled my whole life to manage how fully my body floods with emotion while those around me seem fine. Girls and women with ADHD often mask by teaching themselves to downplay their emotions as well as minimize their movements to more acceptable ones—they chew gum, fuss with their hair, twist a ring, change posture—while boys and men are less inhibited, move more openly, and express (at least negative) emotion more freely.
I’ve been trying to fix these aspects of myself for decades. I’ve had dozens of articles published about mindfulness and adopted (then dropped) all sorts of practices to help me slow down my busy mind. I do inhabit my moments, often get immersed in my moments, but it’s a comfort to know that my skittering mind isn’t something in need of repair. It is the way I’m made. Non-linear attention lets me see all sorts of interrelationships between disparate ideas. This can’t help but show me paradoxes and patterns that help me generate new approaches. The drawback is this doesn’t lead to a clear path forward and it can really antagonize those firmly in the doing-things-the-way-they’ve-always-been-done camp. It probably explains my weird sense of humor. It’s also why I have started dozens of writing projects that, with some sustained focus, could be finished – yet instead my focus drifts to ever-newer projects.
I can only speak for myself, but all the charts, apps, and other attention hacks don’t help me. Instead they handcuff me to the stress-inducing norms of a commodified culture, where productivity and not character are the measure of a life. My son’s ADHD, by the way, didn’t impair his learning in any way once we took him out of school. In fact, it likely enhanced it.
There are other issues associated with ADHD including recklessness and addiction, but I wonder how much of this is the result of schools and workplaces poorly designed for anyone but some mythical standard person. Those who fit in, who are able to mirror back preferences held by those in charge, are “normal” while those of us who are different are expected to deal with our “disorder” or “deficit” by fixing ourselves. Yet, diversity is a bedrock of compassionate, innovative communities. All living beings on this planet demonstrate that biodiversity is essential for life to survive and flourish. Australian sociologist Judy Singer, who describes herself as one of the many women in her family somewhere on the autism spectrum, was first to call this neurodivergence — a term that beautifully acknowledges there are many different, necessary, and valid ways of being.
Salif Mahamane explains it well in this 13 minute TED talk, a talk I adore but had to watch in increments because, well, attention span.
Many evenings I look up from my spot on the couch where I’m reading, comforted by the music of snoring dogs around me, only to notice my husband staring at the opposite wall. I immediately feel guilty for ignoring him. So I put my book down and ask what he’s thinking. “Nothing,” he says, “just relaxing.” I’ve learned he means this and nothing more. Being me, I’ve wondered if he’s actually upset about something I said. Or if he’s sitting there in regret, wondering where he might be now if he’d just made a different choice? Or if he’s imagining something he plans to build or fix or do? Or if he effortlessly enters the Zen state I experience in briefs chunks when I meditate? What is he actually doing? I easily travel all sorts of mental loops rather than believe he’s really not thinking? Maybe he’s…. normal. I can’t imagine.
What society seems to favor in young people — obedience, popularity, good school behavior, robust mental health, plus good grades and test scores — doesn’t necessarily build on their inborn strengths. In fact the very things we define as problems are vital aspects of human diversity. Suppressing them hinders a young person’s full development into who they are.
Here’s some of the science behind kids who go their own way.
image: youtube
Eleven-year-old Bill was defiant and got into heated shouting matches with his parents. By the time he was 12 years old, things had gotten so bad he was in counseling for his behavior. He told his counselor, “I’m at war with my parents over who is in control.”
Plenty of us broke the rules growing up and didn’t go on to earn billions as Bill Gates did, but there may be something to defiance. In 2008, researchers got in touch with nearly 750 participants from a 1968 study. In the original study these participants had been sixth graders who’d had their intelligence, attitudes, and behavior assessed. Now the participants were in their 50’s. The researchers looked for personality traits correlated with success. They controlled for IQ, household income, level of education, and other factors. They found one particular childhood characteristic predictive of those who went on to become high achievers in adulthood — rule-breaking and defiance of parental authority.
Other studies amplify these findings, showing that teens who were truant from school, who cheated, shoplifted, or displayed other anti-social behaviors (although not serious crimes) were more likely to go on to found their own companies.
We don’t know for sure why there’s such a strong correlation between youthful defiance and adult success, but it we do know traits that make strong-willed kids seem “difficult” — things like persistence, non-conformity, boldness, confidence, intense interests, and independence- — are the same traits that in adulthood characterize leaders in business, governance, athletics, and entertainment. Strong-willed kids want to find out for themselves rather than be told, and this not only helps them resist peer pressure, it can help them think beyond conventional thinking to new ways of doing things. Like Bill Gates.
image: YouTube
Stefani wasn’t popular. According to the book Doable, she was teased, called “ugly” and “weird,” and could barely face going to school. Stefani was so desperate to transform herself from a “voluptuous little Italian girl” to a “skinny little ballerina” that she became bulimic in high school, stopping only when her vocal chords started to become damaged.
Lady Gaga is now one of the best-selling musicians of all time. Unpopularity doesn’t mean we’re likely to top the charts in 20 countries, but popular kids with loads of friends aren’t actually happier than those with just a single really close friend. Kids with larger, less intimate social networks worry, even obsess about their status, influence, and power. Instead of having close relationships, they often have many people to manage. Popularity, especially in girls’ high pressure online lives, can feel more like managing one’s self-image than being truly known to one’s friends. Studies indicate kids with few, but close friends, even one best friend, grow up to have less depression, less anxiety, and higher self-worth.
How popularity may be gained is another concern. Research shows teens (especially young teens) often try to look and act more mature than they are in order to gain peer approval, what researchers call pseudomature behavior. This can include early use of drugs and alcohol, smoking, sex, and late partying. This often works short-term to boost their popularity. Long-term pseudomature behavior is linked to a greater likelihood of serious problems in adulthood including difficulties with close relationships, substance abuse issues, and criminal behavior. And overall, it turns out those who aren’t the “cool” kids in school are more likely to be personally and professionally competent as adults.
image: Erik van Leeuwen
Michelle was a handful in grade school. “I could not sit down long enough to study and to learn,” she says. She was diagnosed with dyslexia and ADHD. Although she still struggled, she learned to work harder and work differently. Michelle Carter is now an Olympic champion holding the American record in women’s shot put.
Sally Shaywitz, co-director of the Yale Center for Dyslexia & Creativity, says there’s a strong connection between dyslexia and success. Although fewer than 10 percent of the U.S. population is believed to have the disorder, a study found more than a third of entrepreneurs identified themselves as dyslexic. It’s thought struggling to get by in a reading world helps people develop skills like problem-solving and perseverance. It also gives them experience with failure early on, teaching them to take more calculated risks and see opportunities where others don’t.
Dyslexics may have other strengths as well. Dr. Gail Saltz, author of The Power of Different, explains in a CNN interview that there’s a good probability people with dyslexia are more likely to have an enhanced aptitude for visual-spatial relations. “It has to do with the wiring that makes it difficult for (a person) to read and do things in a very particular way. That same wiring permits a certain kind of ability in (a person’s) peripheral vision and processing and visual-spatial processing and pattern recognition.”
Many studies have found a link between dyslexia and creativity. Comparing scores on Torrance’s Tests of Creative Thinking (TTCT) between young students with dyslexia to those of normative TTCT samples indicated children with dyslexia were significantly better at generating many ideas and more original ideas.
Comparing scores on the WCR (widening, connecting and reorganizing) Creativity Test between middle school students with and without dyslexia showed students with dyslexia were better able to carry out unusual combinations of ideas. (What researchers strangely called “the peculiar cognitive functioning of people with learning disabilities.”)
And after years of seeing an association between dyslexia and remarkable artistic creativity, a school of art and design funded research to study the link. Admission to the school was extremely demanding, meaning student vocation choice relied on talent and not compensation for failure in conventional academics. Lead researcher Beverley Steffart found the student body intellectually at the top 10 percent of the population, yet three-quarters of students overall were found to have some form of dyslexia. In an interview with the Independent she said, “My research so far seems to show that there does seem to be a `trade- off’ between being able to see the world in this wonderfully vivid and three-dimensional way, and an inability to cope with the written word either through reading or writing.” “
Thomas G. West points out in his book In The Mind’s Eye that dyslexic people often have the gift of thinking in three dimensions, easily able to rotate an image in their minds or visualize every detail of a completed project. He write, “historically, some of the most original thinkers in fields ranging from physical science and mathematics to politics and poetry have relieved heavily on visual modes of thought. Some of these same thinkers, however, have shown evidence of a striking range of difficulties in their early schooling including problems with reading, speaking, spelling, calculation, and memory.” He notes such early learning difficulties plagued Albert Einstein, Thomas Edison, Auguste Rodin, Leonardo da Vinci, William James, William Butler Yeats, and many others. “Many of these individuals may have achieved success or even greatness not in spite of but because of their apparent disabilities. They may have been so much in touch with their visual-spatial, nonverbal, right-hemisphere modes of thought that they have had difficulty in doing orderly, sequential, verbal-mathematical, left-hemisphere tasks in a culture where left-hemisphere capabilities are so highly valued.”
image: Britannica.com
At 14, David was bored and reclusive. He spent most of his free time in his bedroom on the computer. His mother, a science teacher, didn’t push him to pay more attention to his classes at the Bronx High School of Science. Instead she suggested he drop out to homeschool so he could learn what he wanted to learn. After that, David didn’t pursue traditional academic subjects or go on to college. By the time he was 17 he was living alone in Tokyo, writing software, and providing tech help for a parenting blog.
As education reformer Alfie Kohn explains, “Research has repeatedly classified kids on the basis of whether they tend to be deep or shallow thinkers, and, for elementary, middle, and high school students, a positive correlation has been found between shallow thinking and how well kids do on standardized tests. So an individual student’s high test scores are not usually a good sign.”
Research also links higher grade point averages to less innovative or creative work overall. What’s being tested is has so little to do with the adaptable, creative, critical thinking necessary for today’s world that employers like Google, Apple, IBM, Bank of America don’t emphasize grades, test scores, even college degrees the most important criteria in the hiring process. Actually, studies show that high test scores in school don’t necessarily predict any of several hundred measures of adult maturity and competence. Increasing test scores, however, were found to be directly related to interpersonal immaturity.
We’ve known this for a long time. Back in 1985, the research seeking to link academic success with later success was examined. It was appropriated titled, “Do grades and tests predict adult accomplishment?” The conclusion? Not really. Grades and test scores only do a good job of forecasting a student’s future grades and scores. They do not necessarily correlate with later accomplishment in such areas as social leadership, the arts, or sciences. And they are not good predictors of success in career advancement, handling real life problems, or maintaining positive relationships.
That’s true in other parts of the world as well. Students in China who achieve the highest scores on college entrance exams have been found to achieve less in life after school than those who scored lower. All this test pressure, to decrease a child’s chances of success!
image: Britannica.com
Another boy named David struggled with anxiety and compulsions. His repertoire of tics included rocking, counting his steps, and hitting himself on the head. Teachers were particularly frustrated by his urge to lick light switches. David was also witty and a close observer of people. He dropped out of college, did odd jobs, and dabbled in art throughout his 20’s, finally finishing an art degree in his early 30’s. When he was invited to read one of his humorous essays on NPR, David Sedaris’ career took off. He’s now the author of nine bestselling books and his speaking tours sell out each time he travels.
In an article titled “Misdiagnosis of the Gifted,” Lynne Azpeitia and Mary Rocamora explain that gifted, talented, and creative people “… exhibit greater intensity and increased levels of emotional, imaginational, intellectual, sensual and psychomotor excitability and that this is a normal pattern of development.” These attributes, however, are often misunderstood and mislabeled by teachers, parents, and therapists as mental health disorders. They may try all sorts of interventions in hopes of normalizing what are essentially symptoms of an exceptional individual.
As Ms. Azpeitia and Ms. Rocamora go on to explain, “For the gifted, inner conflict is a developmental rather than a degenerative sign, because it drives the gifted person forward to replace current ways of thinking and being with those of higher level development. This type of positive disintegration is characterized by an intensified inner tension between what one is and what one could be. This dynamic tension is what fuels the creative person’s complex inner life and provides the impetus for growth and development.”
All sorts of studies have found links between creativity and mood disorders like anxiety, depression, and compulsions. One such study followed participants in the prestigious Iowa Writer’s Workshop. For ten years researchers tracked 30 participants in the program along with 30 people matched in age and IQ who didn’t work in creative fields. Close to 30 percent of the control group reported some form of mental illness. In contrast, 80 percent of the writers suffered from some form of mental illness.
According to neuroscientist Nancy Andreasen, author of The Creating Brain, creative people are often skeptical of authority and prefer to make up their own minds. They are more drawn to questions than answers, and may find rituals help them cope with ambiguity. Feelings of alienation, fear, and depression are common and can themselves drive even greater creativity.
We talking about a different kind of genius.
Mathematician Eric Weinstein says conventional educational gets in the way of genius. Genius is associated with high-variance, and such variance is often found in people who are diagnosed with dyslexia, ADHD, and other differences. Dr. Weinstein says they aren’t suited to conventional educational systems, and explains,
“If you look at the learning disabled population they very often are the most intellectual, accomplished members of society… These are the individuals who are going to cure cancer. These are the people who are going to create new multi-billion dollar industries… How much genius is squandered by muting the strengths of these populations?”
Standardized expectations don’t allow us to see that our differences are a necessary part of who we are. That isn’t to minimize the difficulties people experience as they struggle to grow up and find their way, but it can help us to accept each person as a unique constellation of traits, abilities, and inclinations. Instead of emphasizing what we perceive as a young person’s weaknesses, we can build on their strengths. Instead of forcing them to “make up” for what we think they’re missing we can let them explore what enchants them. Instead of insisting on one narrow path to adult success we can throw the definition of success open to what each person makes of it.
Want to cause a ruckus? Criticize attention-deficit meds.
Over three million U.S. kids take these drugs. Parents may not be thrilled to dose their children but they are following expert advice. They typically see results. And they don’t need to be judged.
But it helps to pay attention to what works for parents who don’t put or keep their kids on meds. My son was diagnosed with ADD when he was in first grade. There was a great deal of pressure from his teacher to put him on medication. As many parents do, I struggled to find ways to alleviate the problem without drugs. We found significant improvement when we changed his diet but that wasn’t enough to make the school setting truly work for him. The way he learned best and the way he flourished simply didn’t fit in the strictures of the school environment. He wasn’t wired to sit still and pay attention for hours. Once we began homeschooling we discovered that without classroom and homework pressure, what appeared to be ADD symptoms largely disappeared.
The newest studies of attention-deficit disorder medications now indicate that the calming effect of these drugs don’t necessarily indicate that those who take them have any sort of “brain deficit.” As L. Alan Sroufe, professor emeritus of psychology at the Universityof Minnesota’s Instituteof Child Development explains, such medications have a similar effect on all children as well as adults. “They enhance the ability to concentrate, especially on tasks that are not inherently interesting or when one is fatigued or bored, but they don’t improve broader learning abilities.”
Research shows the effect wanes in a few years without conferring any lasting benefit. Dr. Sroufe writes,
To date, no study has found any long-term benefit of attention-deficit medication on academic performance, peer relationships or behavior problems, the very things we would most want to improve.
While Dr. Sroute looks for a mental health answer, psychologist Bruce Levine looks to society. In a recent article he notes that rational responses to larger social conditions (depression due to economic crisis, for example) are being suppressed by medication rather than addressing underlying circumstances. In particular, he asserts that non-compliance with authority is labeled a mental health problem rather than a useful response. He writes,
Do we really want to diagnose and medicate everyone with “deficits in rule-governed behavior”?
Albert Einstein, as a youth, would have likely received an ADHD diagnosis, and maybe an ODD one as well. Albert didn’t pay attention to his teachers, failed his college entrance examinations twice, and had difficulty holding jobs. However Einstein biographer Ronald Clark (Einstein: The Life and Times) asserts that Albert’s problems did not stem from attention deficits but rather from his hatred of authoritarian, Prussian discipline in his schools. Einstein said, “The teachers in the elementary school appeared to me like sergeants and in the Gymnasium the teachers were like lieutenants.” At age 13, Einstein read Kant’s difficult Critique of Pure Reason— because he was interested in it . Clark also tells us Einstein refused to prepare himself for his college admissions as a rebellion against his father’s “unbearable” path of a “practical profession.” After he did enter college, one professor told Einstein, “You have one fault; one can’t tell you anything.” The very characteristics of Einstein that upset authorities so much were exactly the ones that allowed him to excel.
This is a big issue. I am lucky I eluded being put on meds to treat the problems I had as a child. I wouldn’t give up those years of painful churning for anything. That’s exactly what formed me into a person with my particularly intense focus and purpose.
I think we need to widen our focus. The issue asks us to look at how today’s children are restricted in movement, have less time for free play, and are exposed to unnecessarily early academics. It asks us to look at the quality of the air, water, food, and products in the lives of today’s children. It asks us to support all families as they are, recognizing that one-size-fits-all guidelines don’t embrace diverse ways of being. To me, particular hope lies in research showing that free time spent playing in natural settings significantly improved the behavior and focus of ADHD children. The more natural and wilderness-like the area, the greater the improvement.
Our wonderfully distractible, messy, impulsive children may be trying to tell us something.
For more answers beyond the prescription bottle, check out:
What society seems to favor in young people — obedience, popularity, good school behavior, robust mental health, plus good grades and test scores — doesn’t necessarily build on their inborn strengths. In fact the very things we define as problems are vital aspects of human diversity. Suppressing them hinders a young person’s full development into who they are.
Laura Grace Weldon 