One day, a mother visited me, frightened by what the psychologist had told her about her young daughter's mental health. The girl was educated and a student in my first-grade class. After the mother expressed signs of sorrow and regret, she confided in me that her daughter had been diagnosed with hyperactivity, according to the psychologist — who, in my opinion, also needed psychological treatment. I tried to calm her down and reassured her, while I dealt with the student, which required time and patience.
Hyperactivity (Den hyperkinetiske lidelse) is a neurological condition that develops into a psychological disorder, leading those affected to engage in numerous activities in a disorganized and illogical manner, without any sense of order or need for rest. It is movement for the sake of movement, rather than movement to eliminate stillness.
Hyperactivity negatively impacts a student initially, making it difficult for them to grasp lessons or adhere to classroom rules and the school system in general. This leads to numerous problems with teachers and other staff, as well as peers. The effect of "hyperactivity" on a student is significant, particularly in areas like recklessness and impulsivity, which make it difficult for them to concentrate and can result in failure to comprehend. This can delay speech development, motor skills, and lead to self-esteem issues when compared to others, which may cause social conflicts or isolation, ultimately leading to loneliness. The student may also be careless around older people, while their relationships with peers tend to be unhealthy.
As for the student in question who suffered from hyperactivity, I learned that she had never been to school before joining my first-grade class. She had not attended kindergarten or a mosque, and even the short Quranic verses she memorized were the result of her parents' efforts at home.
It didn't take long for us to become closer, like friends rather than teacher and student. She trusted me completely and began sharing everything that happened in her daily life, even the small incidents at home. I encouraged her in public when she answered questions correctly and gently scolded her in private when she made mistakes in front of her peers. As I expected, she became very competitive and would mimic any behavior that earned praise, hoping to receive similar recognition. Over time, she improved significantly. She was able to control her movements most of the time, though she struggled with emotional outbursts during moments of anger or extreme joy.
I encountered another similar case when a mother came to explain that her son had hyperactivity. However, based on my previous experience with the girl, I initially felt that the boy was not truly hyperactive. Although his movements were chaotic and unrestrained, I suspected there were deeper underlying issues. I assured the mother that I would investigate the matter and do my best to help her son.
Indeed, the student was not following any system and did not respect the authority of anyone, including me as his teacher. He exhibited abnormal behavior, was violent toward his classmates, and even attempted to be violent toward me. He was rebellious most of the time, and, more seriously, he struggled with comprehension and processing various types of information. After diagnosing his condition, I discovered that he was suffering from a mental illness (den psykiske sygdom). His mother, however, refused to acknowledge this, fearing societal judgment. Instead, she fabricated the "hyperactivity" diagnosis to deceive me. As a result, I became entangled in countless issues with the mother, and her son continued to suffer. This situation is not uncommon, as many students fail academically because their parents prioritize societal perception over the well-being of their children.