Topics: Pages: 4 (789 words) / Published: Feb 17th, 2014
Elissa Abbott


Everyone has experienced at one time or an intense need to accomplish more than can be done within 24 hours. Young college and high school students are especially under a great deal of pressure to do their best in an academic setting. Preparing for exams, pulling “all-nighters” for finals and even rushing to finish essays are just a small fraction of the everyday demands that they face. It’s easy to lose focus and become distracted at times like these. Success for these kids depends completely on how well they perform. Doing well becomes harder if they have to work in order to support themselves. The appeal to a drug that can fix it all has become a serious issue with college students. The benefits of a pill that provides non-stop focusing highly outweighs anything negative reports.
Let’s go back to the 1930’s. ADHD was then referred to as hyperactivity. The first documented use of stimulates was reported to show the impact it had on those with hyperactivity. When used properly, there is no medication more effective than a stimulant when treating ADHD. Medications such as Adderall and Ritalin are prescribed to individuals suffering from Attention Deficit Hyperactive Disorder. They help control the symptoms of ADHD but do not cure it. Even though it is evident that stimulants help, researchers are still unclear how they affect the disorder in its entirety. Meanwhile, students without ADHD are using stimulants as a study drug. In a 2006 study conducted by the Department of Communication at the University of Kentucky, Lexington, researchers found that 34 percent of the undergraduate students who participated reported using ADHD stimulants illegally (Marbach, 2014). Although they may succeed in staying awake long enough to cram in long hours of study time, there is still no proof that stimulants affect non-disorder students in the same way that it would a student with ADHD.
The use of prescription

References: Marbach, J. (2014). Retrieved from Ogbru, O. (2014). Retrieved from

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