Brief (and Troubling) History of Amphetamines, ADHD, and Ritalin

What we’ve normalized, what we’ve ignored, and what we must now change.

ADHD affects millions of children, teens, and adults across the world, and in the U.S., it’s often treated with one of two things: Adderall or Ritalin.

These medications are prescribed in schools, encouraged by specialists, and often seen as the fastest route to "fix" a child's behavior or focus. They are often framed as safe, necessary, and evidence-based. But the reality is far more complicated—and, in many ways, far more disturbing.

Behind these prescriptions lies a history filled with repurposed military drugs, a lack of long-term data, and a system more focused on control than care. If we want to move forward with compassion and intelligence, we have to first understand the roots of what we’ve normalized.

When Was ADHD First Discovered?

The behavioral traits associated with ADHD—such as impulsivity, distractibility, and hyperactivity—have been observed for over a century. In 1902, British pediatrician Sir George Frederic Still described a group of children who exhibited “an abnormal defect of moral control.” These children couldn’t regulate their behavior in the classroom or at home, despite having otherwise normal intelligence.

But still didn’t see this as a chemical imbalance or neurological disorder. It was viewed as a disciplinary challenge, a mismatch between a child’s temperament and societal expectations. There were no standardized treatments—just observation, trial, and judgment.

It wasn’t until 1980 that “Attention Deficit Disorder” (ADD) officially entered the Diagnostic and Statistical Manual of Mental Disorders (DSM-III), published by the American Psychiatric Association. By 1987, the term had evolved to “Attention Deficit Hyperactivity Disorder” (ADHD). That redefinition came with an explosion in pharmaceutical marketing, academic diagnoses, and prescription rates.

Where Amphetamines Entered the Picture

Before ADHD had a name, the drugs used to treat it were already being made.

In 1929, chemist Gordon Alles synthesized amphetamine, looking for a stimulant that could replace ephedrine (a popular decongestant). By the 1930s, it was being sold under the brand name Benzedrine, first as an over-the-counter inhaler for nasal congestion.

It didn’t take long for amphetamines to be used recreationally, with widespread abuse in clubs, colleges, and even by housewives as a mood and energy booster.

Then came World War II. Amphetamines were handed out by the millions to U.S., German, British, and Japanese soldiers to keep them awake, alert, and aggressive in combat. They worked—but not without a price. Soldiers often became paranoid, impulsive, addicted, or emotionally volatile. But because the drugs enhanced performance, the risks were largely overlooked.

The message was clear: If it boosts output, it’s acceptable—even if it hijacks the brain.

From War Rooms to Classrooms

In the 1950s and 60s, as post-war societies grappled with conformity, suburban pressures, and the rise of the public education system, children who couldn’t sit still became a new “problem.” The answer? Give them what had worked for soldiers.

Doctors began prescribing amphetamines for “hyperactivity” in children, despite the lack of long-term safety data, developmental studies, or emotional risk assessments.

This shift wasn’t evidence-based. It was convenience-based.

Children were seen as more manageable, schools more orderly, and parents more in control—at least temporarily. But the medications were not invented with childhood brain development in mind. They were adapted. Retro-fitted. Made to fit a mold that didn’t consider the child as a whole person.

The Real Story of Ritalin

Ritalin (methylphenidate) was synthesized in 1944 by chemist Leandro Panizzon. It wasn’t designed for ADHD. It was originally marketed to treat chronic fatigue, mild depression, and even to improve academic performance. In fact, Panizzon reportedly named the drug after his wife, Rita, who used it to play better tennis.