Diagnosing ADHD in children

ADHD is a pattern of attention difficulties, impulsive behaviour, and or unusually high activity that affects everyday functioning. An assessment considers when the concerns began, how often they occur, and whether they appear at home, school, or other settings. A child does not need to show every feature.

A clinician may speak with the child, parents, teachers, and other carers, and review school reports or development. They may ask about sleep, hearing, learning, mood, anxiety, stress, and family circumstances because these can affect concentration or behaviour. A symptom such as [Difficulty Concentrating] alone does not establish ADHD.

Write down specific examples, including what happened before the behaviour, where it occurred, and how it affected learning, friendships, routines, or safety. Ask school staff to describe patterns rather than label the child. Keep sleep and daily routines predictable, give one instruction at a time, and use calm, clear reminders.

Arrange a full assessment with an appropriately trained clinician. A [Mental Health Assessment] can help clarify ADHD and other needs. Support can begin before a final diagnosis, such as classroom adjustments, movement breaks, visual schedules, or parenting guidance. Avoid starting medicines or supplements without professional advice.

Seek prompt help if a child talks about self-harm, feels unsafe, becomes severely distressed, has a sudden major change in behaviour, or cannot function at home or school. Tell the clinician about persistent [Feeling Anxious] or [Irritability], bullying, sleep loss, learning difficulties, or substance exposure. These concerns may need attention whether or not ADHD is diagnosed.

Ask: Which settings do you need information from? What other conditions or learning needs will you consider? How will you explain the findings to my child? What school support can start now? What are the benefits and possible effects of each treatment option? When should we review progress?