Attention and organisation
- Being easily distracted or forgetting everyday tasks
- Finding it hard to listen, follow instructions or complete tasks
- Struggling to organise belongings, time or a sequence of steps
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SEND Advice guide
ADHD
Clear, respectful information for families, carers and educators. This guide explains common ADHD patterns, how assessment works and practical ways to reduce barriers for children.
Understanding ADHD
What is ADHD?
ADHD stands for attention deficit hyperactivity disorder. It is a neurodevelopmental condition: a difference in the way a person’s brain develops and works. It can affect attention, activity levels and impulse control, but it does not look the same in every child.
Some children may find it difficult to begin, organise or finish tasks, while being able to focus deeply on activities that interest them. Others may need more help with waiting, movement, managing big feelings or adapting when plans change. ADHD is not a measure of intelligence, character or parenting.
Notice patterns, not labels
Signs of ADHD
Many children can be energetic, impulsive or distracted at times. What matters is whether patterns are persistent, are more difficult than expected for the child’s development, and are affecting everyday life across settings.
Activity and movement
- Fidgeting, restlessness or a strong need to move
- Talking a lot or finding seated tasks difficult
- Becoming more unsettled in long, unclear or demanding situations
Impulses and regulation
- Interrupting, acting quickly or finding it hard to wait
- Finding transitions, disappointment or unexpected change difficult
- Needing time and support to calm, reset or re-engage
Assessment and support
How is ADHD diagnosed?
There is no single test for ADHD. In England, an ADHD assessment is carried out by an appropriately qualified specialist, such as a paediatrician or child and adolescent psychiatrist. The process considers a child’s development, their strengths and needs, and how concerns affect life at home, school and elsewhere.
- Share concerns early. A parent or carer can speak with the child’s school, SENCO or GP. The focus should be on what the child is experiencing and what support may help now.
- Build a fuller picture. The specialist may speak with the child and family, ask for forms or reports, and seek information from school or other settings.
- Plan support together. If ADHD is diagnosed, the specialist will explain options. Support can still be useful while an assessment is being considered or awaited.
Practical support
How to support children with ADHD
Small, consistent adjustments can reduce pressure without lowering expectations. Agree approaches with the child wherever possible and review what is actually helping.
Make the next step clear
Give one instruction at a time, break larger tasks into shorter stages and make routines visible with simple checklists or visual prompts.
Plan for movement and transitions
Build in purposeful movement, short breaks and advance warning of changes. Avoid treating regulation needs as misbehaviour.
Support organisation kindly
Use predictable places for belongings, reminders that can be seen, and calm check-ins rather than repeated criticism or assumptions.
Work together around the child
Share what is working between home and school. Focus conversations on barriers, strengths and one manageable change at a time.
Answers to common questions
Frequently asked questions about ADHD
Is ADHD caused by poor parenting?
No. ADHD is not caused by poor parenting. Children benefit from patient, responsive support, but a child’s needs are not a measure of a parent or carer’s effort.
Can a child have ADHD and do well at school?
Yes. Some children do well in particular subjects, settings or when an activity strongly interests them. They may still need help with organisation, transitions, emotional regulation or tasks that feel less motivating.
Does every child with ADHD need medication?
No. Support is individual and may include changes at home and school, parent support, talking therapies or medication. Decisions about medication are made with an appropriately qualified ADHD specialist, alongside the child and family.
Should we wait for a diagnosis before offering support?
No. Helpful adjustments such as clear instructions, visual routines, movement breaks and agreed support at school can be put in place while concerns are being explored. A diagnosis should not be the only route to practical support.
When should we seek further help?
Speak to the school SENCO, GP or another appropriate professional when patterns are persistent and are making daily life, learning, relationships or wellbeing harder. If you are concerned about a child’s immediate safety or mental health, use the appropriate urgent or emergency service.
A clear boundary
Advice and inclusion support—not diagnosis or crisis care.
Teach Again Hub CIC provides general, strengths-based information. We do not diagnose or replace advice from an appropriate health, education or safeguarding professional. If you have an immediate concern about a child’s safety or wellbeing, contact the relevant emergency or statutory service.
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