ADHD in children

Children naturally vary in energy and attention. Assessment compares the child's behaviour with what is expected for their developmental stage, looks for effects at home and school, and checks for other explanations rather than relying on one behaviour or one observer.

A child with ADHD may struggle to follow multi-part instructions, sustain effort, organise schoolwork or keep track of belongings. They may interrupt, act before thinking, leave their seat when expected to remain there, or seem constantly in motion. Some children mainly show inattentive features and may appear dreamy or quietly overwhelmed.

The relevant pattern is frequent, long-standing and impairing across settings. Hearing or vision problems, poor sleep, anxiety, learning difficulties, language differences, stressful experiences and other developmental or medical conditions can produce overlapping signs.

Difficult behaviour is not evidence of bad parenting, and ADHD is not a measure of intelligence. A child's strengths, interests and supportive relationships should be considered alongside areas of difficulty.

Collect specific examples from home and ask the teacher what happens during lessons, transitions and less structured times. Note sleep, learning, friendships and emotional wellbeing. The assessment may draw on parent and school reports, developmental history, observation and checks for other conditions.

At home, use brief instructions, predictable routines and immediate, specific praise for the behaviour you want to encourage. Break larger tasks into manageable parts, offer movement opportunities and prepare the child for transitions. School support can include clear written directions, reduced distractions and help organising materials.

Treatment is matched to age, needs and impairment. It may involve parent-focused behaviour strategies, school adjustments, psychological support and medication prescribed with ongoing monitoring.

Request a professional assessment when attention, activity or impulse-control difficulties repeatedly interfere with learning, friendships, family life or safety. Contact the child's clinician sooner if behaviour changes suddenly, skills are lost, sleep deteriorates markedly or the child becomes persistently withdrawn or distressed.

Seek urgent help if the child talks about suicide, attempts to harm themselves or others, cannot be kept safe, has severe confusion, or develops a serious reaction after medicine. Use emergency services for immediate danger.

Ask which settings show the pattern, what other causes are being checked, whether learning or sleep needs further assessment, and how the family and school can use the same support plan. If medicine is considered, ask how benefit, appetite, sleep, mood and physical health will be monitored.