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Well, there is partial truth to this. Diagnosing especially preteens with mental health conditions almost always needs an asterisk, their brains are still heavily developing.
Remember that we know of no reliable genetic / physiological markers for ADHD, so when doctors diagnose it, they're really just saying that the amount of symptoms seems to be severe enough. Some kids are just naturally more energetic, intelligent, etc. and may appear like they have ADHD, but when they develop into adults that might not actually be the case.
If anything, it's more like 1/3 of kids were misdiagnosed as having ADHD, so they "grew" out of it because they didn't really have it. It's a lot less likely for an adult to be misdiagnosed because their brains aren't changing.
Great reminders about the lack of physiological markers. The (or one?) elephant in the room, to me - I'd phrase it as - to what degree a kid's just naturally well- or poorly-suited to the public school environment itself.
A child that finds it difficult to sit in one place and listen to words about abstract material for hours every day...I mean does that sound divergent in any way?
One of the fundamental markers of childhood in my experience is a certain...animation, just this almost irresistible urge to move around, negotiate whatever activity is occurring and in what way, with whoever is nearby...switching activities and modes of play fluidly. Seems like the most normal shit ever to me lol.
I do recognize we need a standardized way to educate our kids in a modern society, but as we learn more about young brains, we gotta start developing a more diverse way to accomplish the learning and development of self-discipline. The one-size-fits-all approach just obviously leaves many underserved, and worse, leaves them internalizing a lot of frustration with self, not to mention taking all kinds of drugs to "treat those symptoms".