Should My Child Start School Yet?

Delaying School Start Age to Reduce ADHD Symptoms

"... the benefit was not simply a temporary adjustment period, but a lasting change in self-regulation."

- Dr. Blake Ausmus

ADHD, Neurofeedback, and Something Else Worth Considering

At our clinics, we see a lot of people. We especially see a lot of children.

Many of the children who come through our doors are struggling with attention, impulsivity, emotional regulation, and school performance. Many already have a diagnosis of Attention-Deficit/Hyperactivity (ADHD). Others show clear ADHD-like symptoms without a formal label. Neurofeedback has been one of the most effective tools we use, and we regularly see meaningful improvements in focus, self-regulation, sleep, and emotional control.

But there is something else worth considering.

When “ADHD” Might Be a Timing Problem

A large, well-designed study out of Denmark examined how the age at which children start school affects mental health and behavior. The researchers used national birth data and a statistical approach that allowed them to compare children who were nearly identical in age but started school at different times.

The finding was striking.

Children who started school one year later showed a large reduction in inattention and hyperactivity. These are the very traits most commonly associated with ADHD.

Importantly, this was not just a short-term effect seen in early elementary school. The researchers connected with the children again at 11 years old, and the reduction in inattention and hyperactivity was still present. This suggests that the benefit was not simply a temporary adjustment period, but a lasting change in self-regulation.

Thus, for some children, what looks like ADHD may actually reflect a mismatch between brain development and the demands of a structured school environment.

Self-Regulation Is the Key Piece

The study did not find broad changes across all mental health areas. The strongest and most consistent improvement was in self-regulation. This includes the ability to control impulses, sustain attention, and manage behavior.

This matters because self-regulation sits at the core of learning, emotional control, social interactions, and classroom success. It is also one of the primary targets of neurofeedback.

This aligns closely with what we see clinically. Many children who appear overly busy, impulsive, or emotionally reactive are not broken or disordered. Their nervous systems may simply not be developmentally ready for what is being asked of them.

Where Neurofeedback Fits In

Delaying school is not always practical or possible. And once a child is already struggling, families need support now.

Neurofeedback works directly with the brain systems involved in attention and self-regulation. Rather than asking a child to try harder, we help the brain learn to regulate itself more efficiently. For many children, the results resemble what the research shows with later school starts, including improved focus, calmer behavior, and better emotional control that can persist over time.

A Broader Way of Thinking About ADHD

This does not mean ADHD is not real. It also does not mean neurofeedback is unnecessary. What it does mean is that we should think more carefully and more compassionately about children who struggle in school.

Sometimes the more useful question is not, “What is wrong with this child?”

It is, “Is this environment asking more than this child’s brain is ready to do?”

At our clinics, we believe the best outcomes stem from understanding how the brain is functioning first, then choosing the right tools to support it.

If you are wondering whether neurofeedback might help your child, or whether attention struggles are more about development than diagnosis, we are happy to talk.

If you are looking for additional support get in touch with us HERE or by calling 587-333-6349. 💙 At Sano State Psychology, we are always happy to help.

Dee, T. S., & Sievertsen, H. H. (2018). The gift of time? School starting age and mental health. Health Economics, 27(5), 781–802. https://doi.org/10.1002/hec.3638

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