- Who: Universitätsklinikum Jena (UKJ) and Uniklinik Magdeburg.
- What: Long-term study on the early detection of ADHD and Dyslexia (LRS).
- Target Group: Preschool children before school enrollment.
- Goal: Identification of early signs of developmental disorders before school problems occur.
Jena. Starting school is a major step for every child. However, for some students, the anticipation quickly turns into frustration when letters simply refuse to make sense or sitting still becomes an ordeal. ADHD (Attention Deficit Hyperactivity Disorder) and Dyslexia (LRS – Lese-Rechtschreib-Schwäche) are among the most common developmental disorders in childhood. The problem so far: they are usually only diagnosed once the child has already failed in school or is under massive psychological strain. A new, large-scale study in Thüringen and Sachsen-Anhalt now aims to break this cycle.
Research Project in Jena and Magdeburg
The university hospitals in Jena and Magdeburg gave the green light for a comprehensive long-term study this Monday. The scientists’ goal is ambitious: they want to find out whether ADHD and Dyslexia can be reliably predicted as early as preschool age. Until now, clear indicators have often been lacking to reliably identify affected children before they have to face the first hurdles in the classroom.
The clinics are now actively seeking participants for the study. Parents of preschool children are being addressed. Through targeted tests and observations, the researchers aim to collect data that provide insight into which early developmental characteristics correlate with later learning or concentration difficulties. Jena is thus once again positioning itself as an important location for child and adolescent psychiatric research in Mitteldeutschland.
Why Early Detection is So Important
The significance of this research can hardly be overestimated. Children who suffer from unrecognized Dyslexia or an attention disorder often develop secondary psychological problems. These include school anxiety, diminished self-esteem, and social isolation. When parents and teachers misinterpret the child’s behavior as “laziness” or being a “troublemaker,” a long period of suffering often begins for the entire family.
If it were possible to identify at-risk children as early as kindergarten age, support measures could be implemented before the child even opens their first dictation notebook. Playful training for phonological awareness or concentration exercises could have a preventive effect and significantly ease the start of the school career.
Background: ADHD and Dyslexia (LRS)
Both ADHD and Dyslexia are neurobiologically rooted disorders that have nothing to do with a lack of intelligence.
- Dyslexia (LRS): Those affected have massive problems converting spoken language into writing and vice versa. Reading is hesitant, and writing is error-prone. While there are specialized support services in Jena, the path to diagnosis is often lengthy.
- ADHD: This disorder is characterized by the triad of inattention, hyperactivity, and impulsivity. It affects not only school lessons but the child’s entire social structure.
The study by the university hospitals starts exactly here: instead of managing symptoms, causes and early warning signals are to be researched. Parents in Jena and the surrounding area who are interested in participating can contact the Universitätsklinikum directly to contribute to science and, at the same time, have their child’s development professionally monitored.
Conclusion
With this long-term study, Jena and Magdeburg are performing pioneering work. If early detection succeeds, it could change the school system and pedagogical work in kindergartens in the long term – moving away from a deficit-oriented approach toward the preventive strengthening of children.
Sources:
Original
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