Neuroenhancement; Stimulants in the Classroom
In the current economy, people are competing to earn a decent living; meanwhile, only certain individuals receive a prescription for neuroenhancing medication. An individual receiving Attention-deficit/hyperactivity disorder (ADHD) treatment is at an advantage compared to an individual with ADHD and no prescription. Neuroenhancing drugs, categorized as stimulants, are most often prescribed to people who’ve been diagnosed with ADHD. Students are the main focus of this research paper because data supports the claim that neuroenhancers are often used to improve performance in the classroom. There are positive and negative results that come from the use of neuroenhancing medication. A qualitative study by Margaret Talbot examines a Harvard student and includes personal insight from an Adderall user that earned a college degree. If a student doesn’t have access to prescribed neuroenhancers, and has a hard time focusing on schoolwork, is the student similar to someone with bad vision and no access glasses?
The current situation in our information based economy with a growing need for higher education puts prescribed users of neuroenhancement at an academic advantage over people with similar neurological characteristics and no prescription.

Defining the Drug
ADHD medication has an intended purpose to improve the ability for the user to focus on a given task. More specifically, “stimulants increase the activity of the sympathetic nervous system; making students feel more alert.” (Schoenfeld and Konopasek, 15) Many students suffer from fatigue or a short attention span yet aren’t diagnosed with ADHD. These students deserve a chance to receive cognitive enhancing medicinal “boost” just as much as any other student. Schoenfeld and Konopasek explained, “Stimulant medications for ADHD work by altering the way certain