A provocative study recently published in Sociology of Education found that diagnosing and medicating children may actually do more harm than good when children exhibit only mild symptoms of attention-deficit/hyperactivity disorder (ADHD).1 Children in the study with less severe ADHD symptoms received similar scores on social and academic behavior to their peers diagnosed with more severe ADHD symptoms when the children in the less severe group received medication, compared with their unmedicated, but diagnosed peers.1