ADHD and Education

Learn how school and colleges can help children and young people with ADHD achieve their potential.

Learner Anxiety

The developmental delay in the brain of a child with ADHD can be as much as two or three years, so the child may appear less mature than their peers. They may develop certain learning competencies later than their peers – which may impact on their self-confidence as a successful learner. The forgetfulness associated with ADHD can result in frequent mistakes and omissions in academic tasks. Prior learning is also more easily forgotten. This can lead to frustration and low mood. Learner anxiety will compel the brain to produce stress hormones, such as adrenaline and cortisol. As a result, Learner anxiety can have a significant impact on the child’s learning, academic attainment and long term mental health.


Schools and Colleges should adhere to the UK Special Educational Needs Code of Practice and Equality Act of 2010 and offer supportive interventions immediately. – they should not wait for a formal diagnosis before making accommodations and differentiating for their learning needs.

Young girl being taught by a teacher

Executive Functioning

The management system of the brain.

The executive functions are sometimes referred to as “the management system of the brain.” These functions help us to control our impulses, attention and emotions, to set goals, plan, organise and then use goal directed behaviour to complete tasks. We use these skills in every area of our lives. In neurotypical children, the executive functions develop quickly in early childhood, through adolescence and are still developing up to the mid-20s. For children who are neurodiverse, there is a delay in the development of the executive functions and they can often be challenging for people throughout their lives. 

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Working Memory

One of the most important executive functions is Working Memory. Working Memory is the process by which we hold relatively small amounts of information in mind in order to execute cognitive tasks. This is different from short term memory. Short term memory stores information for a short time whilst working memory retains the information for a short period in order to do something with it, that is, to direct the information towards the completion of a task. Working memory also helps us to transfer information into our long-term memory, which is the vast amount of information that we have saved throughout our lives.

How can weaknesses in these areas Present?

  • Impulse control - may say inappropriate things and engage in risky behaviour 
  • Emotional Control - can overreact and find criticism hard 
  • Flexible Thinking - gets frustrated when asked about something new or from a different angle Working Memory - has trouble remembering instructions, even with supports 
  • Self-Monitoring - surprised by a bad mark and gets upset 
  • Planning and Prioritising - cannot decide what is important for completing a task 
  • Task Initiation - has difficulty starting or working out where to begin 
  • Organisation - loses train of thought as well as possessions
Woman writing in a notebook

Our Tips for ADHD in Education

We have a wealth of experience in diagnosing and supporting adults with ADHD. Our private ADHD assessment process is thorough, focusing on your needs and providing an accurate diagnosis. We utilise the DIVA (Diagnostic Interview for ADHD in Adults) and the DSM-5 criteria to ensure a comprehensive assessment.

Two people having a public work meeting

ADHD in the workplace

By Gurmat Khangura • May 2, 2024
People with ADHD often talk about lack of support from their employer as a reason why they may end up leaving a job. Read on to learn more
Group of woman sat interacting

ADHD in Girls

By Gurmat Khangura • March 6, 2024
Females are more likely to experience predominantly inattentive symptoms compared to boys, which is part of the reason why ADHD among females can be missed.
Young boy interacting with his Mother and paints

ADHD in Boys

By Gurmat Khangura • March 6, 2024
Boys with ADHD often exhibit symptoms such as hyperactivity, impulsivity, inattention and more.

Six top tips for developing your classroom environment

One: Seat the child with ADHD close to the teacher whilst reducing peripheral distraction as much as is possible, for example, away from the windows or doors. 

Two: Provide a range of resources to support attentional regulation, for example, standing desks, attentional tools or “tactile resources,” rocking chairs, privacy desk barriers, timers or ear defenders. 

Three: Explore creating a space for increased physical movement. 

Four: Explore creating a low arousal, calming area with a degree of privacy to use when the child with ADHD is feeling overwhelmed or needs support to regulate their emotions. 

Five: Ensure that the whiteboard is well lit with minimal surrounding peripheral distractions. All other visual displays to be clearly labelled and easy to access. 

Six: Well organised, uncluttered classrooms can help a child with ADHD to better navigate their environment, for example, easily accessible resources and equipment, with written labelling supported by visual representations.

Group of students sat on a wall with their uniform on

Teaching young people with ADHD

Our Top 5 rules

  1. Establish routines - Children with ADHD need established daily routines with expectations clearly and regularly outlined to them.
  2. Build Engagement – Building engagement in the material is the most important consideration for the teacher at the start of a lesson. Engagement leads to motivation. With motivation comes executive functioning, for example wanting to read a chapter in a book to find out what happens in the story will involve the child in using their executive functioning.
  3. Talk at every stage of the lesson - 'Excessive Talk' is featured in the diagnostic criteria for ADHD and is an important part of the learning process for learners with ADHD. Through talking, we are able to organise and sort our thinking into words. Talk is also critical for effective reflection. Therefore, include repeated structured talk activities to support comprehension and memory.
  4. Movement for attentional regulation. Provide opportunities for the learners to get up and move - Physical movement is an effective strategy to reenergise learners with ADHD especially after activities with a lot of executive functioning and/ or memory demands. It does not have to be a break in the flow of the learning. Remember the ADHD brain craves constant stimulation and novelty. Active, movement-based learning activities will help to retain engagement or arouse the attentional system if the learner with ADHD is finding it difficult to sustain their concentration.
  5. Support executive functioning and working memory. Use the 3 Rs to support poor memory: “Repetition, rehearsal and review."

Frequently Asked Questions

  • Why does my child seem to show more ADHD symptoms at school than at home?

    Many children with ADHD appear to cope better at home because the environment is more flexible, familiar, and less demanding. School requires sustained attention, following instructions, managing transitions, and coping with distractions, which can make ADHD symptoms more noticeable. Teachers may observe difficulties that parents don't regularly see, and vice versa.

  • Can ADHD cause school avoidance?

    An ADHD assessment will consist of a holisitc neurodevelopmental assessment of your child with an experienced childrens and adolescent mental health clinician with extensive experience with the NHS CAMHS services. The assessment will consist of a 2-3 hour appointment which can be arranged face to face or virtual. Prior to the appointment you will be sent a comprehensive ADHD assessment pack, which consists of Conner-3 validated rating scales for the parent, teacher and where relevant the child to complete, a strengths and difficulties questionnaires, and where appropriate a childrens communication checklist. All the information is then put together including the clinical assessment with the clinician to determine the appropriateness of a ADHD diagnosis. This assessment is carried out in accordance with NICE guidance (NG87) and the DSM-5th edition international manual

  • What are the signs of ADHD in younger children at school?

    Signs of ADHD in younger children may include:


    • Difficulty sitting still or staying seated.
    • Frequently interrupting or calling out.
    • Struggling to follow multi-step instructions.
    • Losing school belongings regularly.
    • Being easily distracted.
    • Finding it hard to complete tasks.
    • Having trouble waiting their turn or sharing.
    • Falling behind despite understanding the work.

    These behaviours should be persistent, occur in more than one setting, and impact learning or relationships.

  • What are the signs of ADHD in a child?

    The signs of ADHD can be categorised into signs of inattention and hyperactivity and impulsivity. 


    Signs of inattention are: 

    • having a short attention span and being easily distracted
    • making careless mistakes – for example, in schoolwork
    • appearing forgetful or losing things
    • being unable to stick to tasks that are tedious or time-consuming
    • appearing to be unable to listen to or carry out instructions
    • constantly changing activity or task
    • having difficulty organising tasks

    Signs of hyperactivity and impulsivity are:


    • being unable to sit still, especially in calm or quiet surroundings
    • constantly fidgeting 
    • being unable to concentrate on tasks 
    • excessive physical movement 
    • excessive talking 
    • being unable to wait their turn 
    • acting without thinking 
    • interrupting conversations 
    • little or no sense of danger

  • How does ADHD present in teenagers at school?

    We know from research studies that genes play an important role in whether someone has ADHD. There are also lots of other factors involved, including social and environmental factors.


    Family studies have found that the risk of being diagnosed with ADHD is nine times higher in siblings of someone with ADHD, when compared to siblings of someone without ADHD.


    People who have neurodevelopmental disorders such as autism, are also more likely to have ADHD than people who don’t. Studies into twins and siblings have found common genetic risk factors for ADHD and other neuropsychiatric conditions. These include autism and other childhood neurodevelopmental disorders.


    Sometimes parents feel blamed for not having controlled their child, but there is no evidence that poor parenting directly causes ADHD. However, it is important to note that parents can play a crucial role in helping and managing a child with ADHD.


  • How can I help my child with ADHD at school?

    Working closely with your child's school is one of the most effective ways to provide support. Helpful strategies include:


    • Creating consistent routines.
    • Breaking tasks into smaller steps.
    • Using visual schedules or checklists.
    • Allowing movement breaks where appropriate.
    • Providing clear, simple instructions.
    • Using positive reinforcement.
    • Maintaining regular communication between home and school.

    Every child benefits from a personalised approach based on their individual strengths and challenges.

  • What barriers do children with ADHD face in school?

    Children with ADHD may experience barriers such as:


    • Difficulty concentrating during lessons.
    • Problems with organisation and time management.
    • Challenges completing homework and assignments.
    • Emotional regulation difficulties.
    • Friendship and social challenges.
    • Lower confidence due to repeated setbacks.
    • Sensory overload in busy classrooms.
    • Misunderstanding of their behaviour by others.

    With appropriate support, many of these barriers can be reduced.


  • Does my child need an ADHD assessment if teachers have raised concerns?

    If teachers consistently report attention, impulsivity, or hyperactivity difficulties that affect your child's learning or behaviour, it's worth discussing these concerns with a qualified ADHD assessment provider. 


    ADHD should be assessed using information from both school and home, as symptoms need to be present across different settings for a diagnosis.





  • What support can schools provide for children with ADHD?

    Schools can often make reasonable adjustments to help children succeed. Support may include seating away from distractions, extra time for tasks, movement breaks, visual reminders, organisational support, modified instructions, access to learning support staff, and regular communication with parents. The exact support available will depend on your child's needs and your school's policies.