Patient Presentation:

Emma, a 7-year-old girl, was brought to her pediatrician after her second-grade teacher expressed concerns about her classroom performance. She had been back in school for three weeks following summer break, but unlike her peers, she struggled to complete her assignments within the given time. While she was not disruptive, Emma frequently made careless mistakes and seemed to daydream in class. Her teacher noted that Emma required multiple repetitions of instructions to complete tasks, particularly in subjects like art, where following steps was essential. Despite these difficulties, she enjoyed and excelled in physical education.

Emma herself admitted that when she appears inattentive, she is often lost in her own thoughts. Teachers reported that her attention constantly drifted, requiring them to call her name or wave to get her focus back. However, there had been no incidents of blank stares or unresponsiveness.

At home, Emma’s parents had observed similar patterns but had not been overly concerned. They found that she could complete her homework if they provided close supervision and frequent reminders, though they had to double-check her work for careless mistakes. Emma knew the correct answers when errors were pointed out, suggesting the issue was more about attention than comprehension. Her mornings were also challenging, as she required continuous prompting to get ready for school. Her room was often messy, and she frequently misplaced her belongings.

Despite these struggles, Emma was described as a cheerful child who enjoyed playing with her siblings and friends. She expressed a dislike for school, except for physical education, where she felt more engaged. Her parents and teacher were eager to understand how best to support her academically while addressing her attention challenges.