For many parents of children with attention deficit hyperactivity disorder, the daily challenge is not just about restlessness or a short attention span. It is about watching a child struggle to calm down after a meltdown, or seeing them find it difficult to explain how they feel. A new study from Indonesia has put fresh data behind these everyday experiences, offering a clearer picture of the emotional difficulties many children with ADHD face. The findings were published in Pinisi Journal of Education.
The research, carried out by a team from Universitas Negeri Makassar, examined the emotional and behavioural characteristics of children diagnosed with ADHD. Using a structured questionnaire distributed through Google Forms, the researchers gathered responses from thirty two participants and analysed the data using SPSS, a widely used statistical software package in psychology and education research.
To measure emotional regulation, the team designed a tool based on the Guttman scale, a method often used to assess behaviour along a clear hierarchy from simple to complex responses. Out of 25 original items, nineteen were found to be valid measures, while six were removed after failing to meet the required standards. The final instrument showed very high reliability, with a Cronbach’s Alpha score of 0.959, suggesting the questionnaire produced consistent and trustworthy results.
The findings themselves paint a nuanced picture. Half of the children assessed fell into the low category for emotional regulation, meaning they experienced significant difficulty managing their feelings and reactions. A smaller group, just over a tenth of participants, sat in the moderate category, while more than a third showed stronger emotional control, falling into the high category.
This spread suggests that although emotional regulation problems are common among children with ADHD, they are not universal or uniform. Some children cope relatively well, and researchers believe this variation is closely tied to environmental factors such as family support, parenting style and access to early intervention.
The study’s authors note that children with ADHD often find it hard to control impulses, manage frustration and express emotions appropriately, difficulties that can spill over into friendships, classroom behaviour and academic progress. They argue that collaboration between parents, teachers and mental health professionals is essential if children are to develop the emotional skills they need to thrive.
One approach highlighted in the research is play therapy, which allows children to express and process emotions in a natural, low pressure setting. Earlier studies cited by the authors suggest that structured play, including the use of emotion cards to help children identify feelings, can improve concentration and reduce impulsive behaviour over time.
For families navigating an ADHD diagnosis, the message from this research is one of cautious encouragement. While emotional regulation remains a genuine challenge for many children, the right support at home and school can make a meaningful difference, helping children build the confidence and skills to manage their emotions more effectively as they grow.
