Attention Deficit Hyperactivity Disorder

Recent research has indicated there may be a link between exposure to EMF pollution and the onset of ADD and ADHD. Making a concerted effort to reduce the amount of EMF pollution in the home may limit and even eradicate symptoms of ADHD observed in both children and adults. At least thirty studies link ADD; poor concentration, lapses in (working) memory; difficulty learning; and slow reaction time with EMFs.

Dr. Hugh Taylor, a medical professor and chief of Yale's Department of Obstetrics, Gynecology and Reproductive Sciences, co-authored a 2012 study to probe the impact of cellphone exposure on pregnancies and concluded "Cellphone radiation exposure during pregnancy impacts fetal brain development and may cause hyperactivity".

In a landmark study, "Power quality affects teacher well being and student behavior in three Minnesota Schools." It was shown that a reduction dirty electricity lead to a decrease in concentration issues, fuzzy thinking and agitation in teachers – all symptoms associated with ADD/ ADHD. (Havas, Olstad 2008).

Children’s behaviors and concentration also improved. In the same study, after installing Graham-Stetzer filters, the learning environment for students improved in 11 of 13 behaviors many of which are closely associated with ADD/ ADHD. Improvements recorded with reductions in dirty electricity: active participation (21%); fewer disruptions (14%); learning experience (15%); more focused (16%); more responsive (22%), and less loudness (25%).

The dramatic growth of electronics in the classroom is raising the levels of dirty electricity. While we still have much to learn about the connection between dirty electricity and ADD / ADHD, many parents are taking steps now to reduce dirty electricity in the classroom and especially at home.

Behavior/Learning

Research suggests that dirty electricity in classrooms may interfere with student learning as well as teacher well-being and performance. More specifically, students participated more actively in class, were more focused and responsive, and had fewer health complaints. Teachers spent less time dealing with disruptions, repeating instructions, and starting new lessons. In addition, many teachers reported feeling less frustrated, tired, and irritable.

When Graham-Stetzer filters were installed they were better able to focus and concentrate on their teaching and reported better mood (e.g., less anxiety and depression) and better health (e.g., less headaches, dizziness, body pain, fatigue/weakness, asthma symptoms, skin irritations).

In another study titled: "Power Quality affects teachers' well-being and student behaviour in three Minnesota Schools” the author concluded: “Poor power quality or dirty electricity has been implicated with poor health in schools in Ontario, Wisconsin, California, and now Minnesota. Fluorescent lighting and computers are the primary sources of poor power quality but external sources cannot be ruled out. Improving power quality, with GS filters, is accompanied with enhanced teacher well-being and improved student behavior in middle and elementary school resulting in a better overall learning experience."

Based on these findings, reducing dirty electricity by installing Graham-Stetzer filters may create classroom environments that are more conducive to productive learning, especially for students and teachers who are particularly sensitive to this form of electromagnetic energy.

Symptoms of Inattention may include:

• Distracted easily form the task at hand by noises or things going on around them
• Looking around frequently
• Staying focused on one activity
• Daydreaming
• Not focusing on speaker when spoken to
• Unable to remember verbal instructions
• Misinterpreting instructions
• Unable to pay attention to details
• Completing work without being reminded
• Losing things
• Difficulty organizing belongings and work
• Difficulty starting things
• Forgetting normal routines

Symptoms of Hyperactivity may include:

• Fidgeting and squirming
• Problems remaining seated
• Talking excessively and at inappropriate times
• Often running and climbing
• Stands instead of sitting at the table
• Unable to settle into a quiet activity
• Constantly on the go
• Frequently handling or touching objects

Symptoms of Impulsivity may include:

• Butting into conversations
• Blurting out answers in the classroom
• Beginning work before instructions given
• Disturbing others who are playing
• Grabbing others belongings
• Touching, grabbing hitting others
• Problems waiting for turn or standing in line
• Making impulsive decisions

The symptoms of the ADHD sub-types can change significantly with age. Hyperactivity and impulsivity may decrease or be channeled differently as the person ages. This is one of the reasons why in the past it was thought that children outgrew ADHD in their adolescence. New research has shown that problems with executive functioning can be more of a problem than attention, hyperactivity and impulsiveness, especially in later life. Unfortunately, executive functioning skills are required more in adulthood and can often become a major issue for many adults diagnosed with ADHD.