Role of Dopamine in ADHD

What is Technology Doing To Us?

J. Frape

ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD) IS A PREVALENT NEURODEVELOPMENTAL CONDITION that affects approximately 5 percent of children and young people. It is characterised by persistent problems with attention, hyperactivity and impulsivity, which can significantly impair daily functioning and development. Origins of ADHD are multifaceted, involving genetic, neurochemical and environmental factors. Among these, dopamine – a neurotransmitter crucial for regulating attention and behaviour – plays a crucial role in the pathophysiology of ADHD.

When students engage with technology, their brains experience frequent bursts of dopamine. This phenomenon is rooted in the brain’s reward system, which reinforces behaviours that lead to dopamine release. As students repeatedly seek out these high-dopamine activities, they enter a cycle of craving and gratification, where the brain becomes conditioned to expect and seek out these stimuli for pleasure.

This cycle can lead to increased screen time as children continuously seek the same level of reward, often at the expense of other activities that do not provide immediate gratification. Potentially exacerbating ADHD symptoms. Over time, this can result in a decreased ability to focus on less stimulating tasks, such as schoolwork or reading, which do not elicit the same dopamine response. The brain’s reward system becomes less responsive to lower dopamine activities, making it challenging for children to engage in tasks that require sustained attention and effort.

The high-dopamine activities provided by technology can further disrupt the balance of neurotransmitters, making it even harder for children with ADHD to focus on tasks that do not provide immediate rewards.

In essence, the interaction between technology and dopamine release can create a feedback loop that not only increases screen time but also diminishes the ability to concentrate on less stimulating activities. This idea could be the reason why in class, students cannot sit still when they are not on their laptops, especially in younger years. This is due to younger brains being associated with higher rates of neuroplasticity. This means their brains are more malleable and sensitive to external stimuli (i.e. technology). The constant stimulation from screens may cause structural and functional changes in the brain. For instance, increased screen time has been associated with decreased brain connectivity in regions responsible for language and cognitive control, which are crucial for reading, comprehension and executive functions. (Brain health consequences of digital technology use.) The impact of technology on dopamine release and ADHA underscores the importance of balanced and mindful use of digital media. Encouraging students to engage in a variety of activities that do not solely rely on high dopamine release can help mitigate the potential negative effects on attention and cognitive function. Students should focus on mitigating bad dopamine (e.g. TV, junk food, social media, technology) and increase their good dopamine (e.g. new experiences, sun, outdoors, rest, sleep, exercise).