# data[].attributes.body
Staffordshire Connects page

# data[].attributes.attachment_link.title
Staffordshire Connects | SEND and Inclusion Hubs – Information and Frequently Asked Questions for Parents and Carers

# data[].attributes.attachment_link.description
To hear that your child is struggling in school can be upsetting to hear. When people involved start talking about: the ‘graduated response’ (what is the graduated response?), asking you about referral forms, and to attend different meetings to discuss support for your child it can…

# data[].attributes.attachment_link.title
Sensory Processing Needs Toolkit - Staffordshire and Stoke-on-Trent, ICS

# data[].attributes.attachment_link.description
Sensory processing needs are the differences in how a person’s brain receives and processes any sensory information and can have an impact on how they are able to interact within their environment. Challenges can come at any stage of the […]

# data[].attributes.attachment_link.title
Sensory Processing Needs Toolkit: Guidance for schools

# data[].attributes.body
Link to log in to the S&L page for the Newcastle district contract funded by LMG

# data[].attributes.body
Ages & Stages - speech and language assessment tools

# data[].attributes.attachment_link.provider_name
Speech and Language UK: Changing young lives

# data[].attributes.attachment_link.readable_text
Skip to content

Our guide to the typical stages of speech and language development in babies, children, and young people to help educators and professionals.

Children develop their speech, language and communication skills at different rates. However, knowing what is typical can help you identify speech and language problems early. You can also find out how to help a child learn to talk and understand words.

Our progress checker is based on what we know about how babies and children develop skills. Choose the age of the child and then answer the questions. At the end, we will direct you to some helpful advice and resources.

# data[].attributes.attachment_link.description
Our guide to the typical stages of speech and language development in babies, children, and young people to help educators and professionals.

# data[].attributes.body
Stoke Speaks Out - parents & carers

# data[].attributes.attachment_link.readable_text
Parents and carers are the most important people in their children's lives.

You are the best person to help your child develop. There are lots of things you can do to help your child talk, listen and understand. The most important thing is to spend time talking and playing together.

# data[].attributes.attachment_link.description
Parents and carers are the most important people in their children's lives. You are the best person to help your child develop. There are lots of things you can do to help your child talk, listen and understand. The most important thing is to spend time talking and playing together.

# data[].attributes.attachment_link.readable_text
Tiny Happy People is here to help you develop your child's language skills. Explore our simple activities and play ideas and find out about babies and toddlers' amazing early development.

# data[].attributes.attachment_link.title
Children’s language development and parenting advice - BBC Tiny Happy People

# data[].attributes.attachment_link.description
A chatty child is a happy child, so Tiny Happy People is here to help you develop your child’s communication skills through simple interaction and play.

# data[].attributes.body
Stoke Speaks Out

# data[].attributes.attachment_link.readable_text
Speech, language and communication skills are the building blocks for learning. Since 2004 Stoke Speaks Out has trained over 8000 practitioners in key messages around early attachment, child development and communication skills. Since the programme was set up in 2004 we have seen a huge improvement in Stoke-on-Trent in children's language development.

As well as resources we offer training and support for all practitioners in the workforce working with children under 7 and their families. We also provide practitioner networks to discuss and offer support for speech, language and communication skills.

In this area of the website you'll find useful advice and free resources. Why not test your knowledge in our ? For more detailed answers about the quiz questions see the Quiz Question and Answer Sheet.

# data[].attributes.attachment_link.title
Early Years Professionals | Stoke Speaks Out

# data[].attributes.attachment_link.description
Speech, language and communication skills are the building blocks for learning. Since 2004 Stoke Speaks Out has trained over 8000 practitioners in key messages around early attachment, child development and communication skills. Since the programme was set up in 2004 we have seen a huge improvement in Stoke-on-Trent in children's language development.

# data[].attributes.body
Staged Pathways Toolkit

# data[].attributes.body
Speech & Language need or EAL need - advice from Stoke Speaks Out re when to refer

# data[].attributes.body
NHS: S&L referral form

# data[].attributes.body
AIT information page on Local Offer

# data[].attributes.attachment_link.readable_text
The Autism Outreach Team is part of the Specialist Support Service. We work with children and young people aged up to 25 years with a diagnosis or working diagnosis of an autism spectrum condition. We offer specific support and advice to staff, children and parents in nurseries, mainstream settings, and deliver training to educational settings in Staffordshire. This support can continue into Further Education. (Please refer to Post 16 section below for FE - Further Education Offer criteria)

The team consists of:

Specially trained teachers who have experience of working with children who have an autism spectrum condition.

Qualified communication support workers experienced in working with children who have an autism spectrum condition.

What we do

We provide awareness training to any setting on request.

The team are licensed to deliver school aged Autism Education Trust tiered training, and packages on Complex Needs and the Progression Framework. We also advise on the implementation of Autism Education Trust National Standards and Competencies.

We design support to suit the individual needs of children and young people and the mainstream setting. We assess and regularly review the level and type of support offered.

We provide:

Autism Education Trust training. This covers initial autism spectrum condition awareness, and more in-depth full day courses. We follow these up with practical training sessions, including structured teaching and communication strategies e.g. TEACCH, PECS, Social Stories/Comic Strip illustrations, Social Skills groups, Emotional Regulation and Behaviour support.

Advice and support to mainstream SENCos, Teachers and Teaching Assistants.

Advice on how the children and young people with an Autism Spectrum Condition can access the curriculum effectively.

Individual or small group staff training.

Liaison with parents and carers.

One to one or small group work with children and young people.

Support settings to develop, social skills sessions, peer awareness sessions, circle of friends.

Assistance with resources including visual supports e.g. timetables, sequence charts, social stories.

Advice and evidence for statutory assessments, and support with Graduated Response Toolkit.

Liaison with Speech and Language Therapists, Children and Adolescent Mental Health Service, Midlands Psychology, diagnostic services, Paediatricians, Educational Psychologists and any other relevant professionals.

How can I refer?

Schools and settings can refer following a diagnosis or working diagnosis.

You must seek parent and carer agreement prior to referral.

Who will we see?

In order to fully meet children and young people needs a wide range of experienced staff work for the service.

Types of Staff

There are Qualified Teachers and Communication Support Workers who have under taken specialist training and have a wealth of experience working in schools and settings supporting children and young people with autism. They are responsible for the management of a caseload of children and young people with autism across the age range from diagnosis to age 25 in mainstream settings.

Staff are responsible for autism training across the county, delivering packages accredited by the Autism Education Trust.

Enhanced Input for children and young people in key stage 1 and 2 is delivered in settings by a teacher and communication support workers. Enhanced input may include access to an Educational Psychologist, Speech and Language Therapist and Occupational Therapist.

There are four High School Resources based in mainstream high schools across the county, for pupils with autism. These are staffed by teachers and communication support workers who are employed by the Autism Outreach Team

What happens when I become an adult? / Post 16 Support
Specialist Support Service (SSS) Further Education (FE) Offer
(SSS comprises the following teams: Hearing Impairment, Vision Impairment, Autism Outreach and ASSIST)

This offer is for learners moving into FE colleges / apprenticeships at 16+.

Requests should be made directly into the Specialist Support Service office or via ASSIST (Autism and Sensory Support in Staffordshire).

Provision varies according to whether a young person has an Educational Health Care Plan (EHCP) or is receiving support as part of the Graduated Response.
Learners who have an EHCP which is maintained by Staffordshire County Council.
Learners who have an EHCP that identifies specific Hearing Impairment / Vision Impairment / Autism provision, will be eligible to access specialist teacher advice for transition and for statutory reviews. This support is centrally commissioned by Staffordshire County Council [SCC].

Specialist Teacher statutory support may include:

Assessment of need as part of an Education, Health and Care Plan Needs Assessment [EHCNA] where agreed by SCC.

Report writing to inform EHCNA.

Review, attendance and advice at EHCP Annual Review meetings. This will include the annual review prior to transition into post-16 provision.

Where there is a significant change to the planned post-16 course programme, timetable or setting, further specialist teacher advice will be offered by the Service to the SEND Assessment and Planning Team in relation to appropriate support / provision and this may include one visit to the student or education provider post transfer.

Where the FE provider does not currently employ specialist staff to provide the support identified within a student's EHCP, the Specialist Support Service and/or ASSIST may be able to provide this upon request. This support will be charged to the education provider, so the provider will need to apply for the appropriate FE funding to cover this.

Support may include:

Awareness training.

Specialist teaching support e.g. tutorials, language support, ICT access and specialist mentoring.

Specialist Mobility and Orientation Officers.

Communication Support Workers.

British Sign Language Interpreters.

Lip-speakers.

Note-takers.

Translation and transcription, including braille, moon, audio description.

Other than for statutory transition support and reviews, assessors and course providers need to check availability before naming members of the SSS teams in documentation.
Learners who have identified needs at the Graduated Response Level
Where learners require assessment or support as part of the graduated response, this may be purchased from the Specialist Support Service or ASSIST if there is capacity.

Support may include:

Awareness training.

Guidance on Assess, Plan, Do, Review.

Specialist teaching support e.g. tutorials, language support, ICT access and specialist mentoring.

Specialist Mobility and Orientation Officers.

Communication Support Workers.

British Sign Language Interpreters.

Lip-speakers.

Note-takers.

Translation and transcription, including braille, moon, audio description.

Assessors and course providers need to check availability before naming any of the SSS teams for support.
Specialist Access Technology
Specialist access technology; e.g. radio aids, braillers, embossers can be provided, and the Specialist Support Service has a loan agreement for the education provider. There is a cost to this Service and the agreement will include advice, set up and routine maintenance.

Feedback
From Parents:
"Contact is very open and responses are quick, which is fantastic."

"Excellent communication, access is very open and supportive. Nothing is too much trouble, and the support is very welcome, particularly getting school on-board. We could not have got this far without you. Thank you."

"Always amenable to addressing issues brought up by parents or children."

"The specialist knowledge and experience provides unique support to ASD pupils to allow them to function, achieve, progress and fit in school. It's a fantastic service!"

"Caring, supportive nature, helped address needs and supported EHCP."

"The work they do with my son is invaluable. The specialist support is not available in school."

"Very supportive, excellent communication, and approachable. My son feels the help and support he has received has been extremely helpful to him."

"They helped straight away when we were waiting for an appointment for our child from another agency."

"Whenever there is an issue with my son struggling with school which cannot be resolved AOT have proved helpful in providing alternative options / solutions which have greatly helped my son."
From Schools:
"...they are brilliant and help with all kinds of issues and support. They are so knowledgeable and helpful."

"I would just like to express our thanks for the support we have had from the Autism Outreach team and I hope that this level of support can continue."

"We find the AOT an invaluable service. They offer staff, parents, and pupils tailored support. This ranges from individual pupil support, to working with staff and parents. They are very knowledgeable, supportive, and responsive. All the team who have supported our pupils have made an impact on the children's ability to understand situations and have supported their ability to learn."

"I find the service to be absolutely invaluable. The team are very supportive and I feel I am able to contact them at any time and they respond quickly. "

"Service is fab! Very supportive on a practical level, and give good advice which is 'followable'. We have received invaluable support for our children who have an autism diagnosis including support with engaging parents."

"The support needed for pupils with ASC varies so much it is important that the service is able to provide such a flexible tailored service."

"The caseworkers' advice and support is essential to ensure that our ASC pupil's needs are met on an individualised basis. They support all people involved with the pupil to ensure that they reach their true potential and are able to fully access the curriculum at an appropriate level."
"The Autism Outreach team have been a vital resource to support our children who have Autism. They are a comprehensive team, who can be contacted for advice and support. They do their upmost with regards to arranging times to come into school to support the children as soon as they can. Their knowledge and skills are extremely important and very much needed for the children."
Useful Links

Midlands Partnership - interim Autism service supporting children, young people and their families in South Staffordshire.

# data[].attributes.attachment_link.description
The Autism Outreach Team is part of the Specialist Support Service. We work with children and young people aged up to 25 years with a diagnosis or working diagnosis of an autism spectrum condition. We offer specific support and advice to staff, children and parents in nurseries, mainstream settings, and deliver training to educational settings in Staffordshire.

# data[].attributes.body
Comic Strip Conversations - a guide to using them

# data[].attributes.body
Social stories advice from Sheffield Children's NHS foundation trust

# data[].attributes.attachment_link.provider_name
Resource Library - Sheffield Children's NHS Foundation Trust

# data[].attributes.attachment_link.readable_text
Looking for something?

Find it in our extensive resource library!

Social stories

What are social stories?

Social stories are a personalised, visual approach that:

Describe a social situation or context in a way that helps people with developmental disorders (often Autism) to understand

Helps a child or young person to make sense of social situations, routines, the meaning of language and the unwritten social rules

Helps a child or young person to understand what behaviour is expected and why it is important

How do social stories work?

A social story is made up of several different types of descriptive sentences:

Setting the scene

These use descriptive sentences.

For example: 'At school we sometimes line-up. We line up for PE, to go outside and to go for dinner.

Explaining the problem

These also use descriptive sentences.

For example: 'Sometimes my friends and I get excited when we line up, because we're going somewhere fun like out to play'

You can then focus on some other perspectives such as 'Why do we need to do it?'

For example: 'It is ok to get excited but it is important to try to walk in the line. Running can cause accidents and my friends or I could get hurt.'

Highlighting the solution

What do you want the child or young person to do? Use some coaching sentences.

Focus on one thing that you want your child to do differently.

For example: 'I will try to walk in the line'.

What happens when the child or young person tries to do the new thing?

For example, 'My teacher will feel proud when I walk in the line' or 'I will get a sticker when I walk in the line'

Top tip - Only use one coaching sentence.

The social story

The social story could be written on one page or in a book format

It should be supported by pictures, if possible, photos of the situation

Introducing the social story:

Before developing the social story, talk to the child or young person about how the Social Story will work, such as 'You know that sometimes we get too excited and don't walk in line? Well I've got a story to help us to remember why it's important to walk in line. Shall we find out?'

Read the social story through together.

Talk about the social story to check the child understands the content and link it to their own behaviour or situation to ensure the social story is meaningful.

Encourage the child or young person to take ownership of the story - if they can prompt them to read it and share it with other significant adults and peers.

When should we use a social story?

Choose a time when the child or young person is calm and engaged to introduce and read the social story through for the first time.

Find a consistent time to go over the story, such as daily before the situation occurs.

Once the social story is mastered, keep it as a visual prompt to remind the child or young person.

Monitor its effectiveness. If necessary rewrite parts of the story to improve the child or young person's performance.

Top Tips

Tips

The story needs to be as accurate as possible and should include words like 'sometimes' and 'usually' for situations where a particular outcome is not guaranteed.

Using phrases like 'I will try to...' is important for times that your child isn't able to get it right.

The story should appeal to the interests of the child or young person for whom it is written and care should also be taken to ensure that words that may cause the individual anxiety or distress are avoided.

The content and presentation of a social story should be appropriate to the individual's age and level of understanding.

Avoid lifting social stories straight from books or web - they should be tailored to the child or young person.

Examples
Dealing with loud noises

There are many noises (descriptive).

Sometimes noises surprise me (descriptive).

They are unexpected (descriptive).

Some unexpected noises are: telephones, doorbells, barking dogs, breaking glass, vacuum cleaners, slamming doors, honking horns, and thunder (descriptive).

These sounds are okay (descriptive or affirmative).

I will try to stay calm when I hear unexpected noises (coaching).

Adults can tell me when the noise will stop (descriptive or co-operative).

Dealing with lunchtimes at school

At school, most people go to the cafeteria for lunch (descriptive).

When it is lunchtime, most students eat lunch (descriptive).

I go to the cafeteria for lunch (descriptive).

Many students like to eat their lunch with others (descriptive/perspective).

Everyone likes it best when each student only touches their own food (perspective).

When I eat, I will touch my own food and drink my own drink (coaching).

How to put together a social story

Set the scene (use descriptive sentences)

What is the situation?

What normally happens?

Who is there?

When does it happen?

Explain the problem (use descriptive sentences)

Why is this sometimes hard or confusing?

How do people feel when it happens?

Does it make anyone else feel sad or scared?

Why do we need to do it?

What do you want the child or young person to do?

Use coaching sentences. Focus on one thing that you want your child to do differently

Do they need to ask for help?

Do they need to wait their turn?

Do they need to keep their hands on their lap?

Do they need to open their mouth for the dentist?

Describe it as if it was the child or young person talking, for example 'I will try...'

Keep it flexible use 'I will try to...' because sometimes your child might not manage to get it right.

What happens when the child or young person tries to do the new thing?

Will anyone such as teacher, Mummy, Gran, be happy? Use descriptive or perspective sentences

Will your child get a sticker? Use descriptive or cooperative sentences

Will your child get to choose what to watch on TV as a reward?

Additional resources and information

Contact us

For more information please contact the Speech and Language Therapy Service at Flockton House on 0114 226 2333.

Is something missing from this resource that you think should be included? Please let us know

Contact us

Disclaimer

Please note: this is a generic information sheet relating to care at Sheffield Children's NHS FT. These details may not reflect treatment at other hospitals. This information is not intended as a substitute for professional medical care. Always follow your healthcare professionals' instructions. If this resource relates to medicines, please read it alongside the medicine manufacturer's patient information leaflet. If this information has been translated into another language from English, efforts have been made to maintain accuracy, but there may still be some translation errors. If you are unsure about any of the guidance in this resource or have specific questions about how it relates to your child, always ask your healthcare professional for further advice.

Western Bank
Sheffield
S10 2TH
United Kingdom
Switchboard: 0114 271 7000

Interesting Facts

We've got a special MRI scanner just for teddies so children can see what it's like before they have a scan.

Help to transform our extraordinary hospital into something even better.

# data[].attributes.attachment_link.title
Social stories - Resource Library - Sheffield Children's NHS Foundation Trust

# data[].attributes.attachment_link.description
What are social stories? Social stories are a personalised, visual approach that: Describe a social situation or context in a way that helps people with developmental disorders (often Autism) to understand Helps a child or young person to make sense of social situations, routines, the meaning of language and the unwritten social rules Helps a...

# data[].attributes.body
Some starting points for social stories on a range of themes

# data[].attributes.body
NHS Scottish Borders - lots of downloadable templates to support with communication and routine

# data[].attributes.body
Record keeping tool re Drawing and Talking (can be used for other interventions also to monitor improvement using SDQ scoring)

# data[].attributes.body
SDQs

# data[].attributes.body
Supporting ADHD in schools - SENMagazine article

# data[].attributes.attachment_link.readable_text
How ADHD impacts on a pupil's daily functioning and what teachers can do to help.

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder that is thought to affect up to five per cent of children. In people with ADHD the brain works differently. The three main characteristics of ADHD are hyperactivity, impulsivity and inattentiveness. Some children have all three, some have inattentiveness only - known as ADHD inattentive subtype - and some have hyperactivity and impulsivity.

People with ADHD also have problems with executive functions. Blood flow to the frontal lobe of the brain can be reduced in people with ADHD; this then affects the executive functions - the skills we need to get through the day. These functions are vital for success in everything we do, so it is understandable that when they are affected and children and young people "fail" and become frustrated with themselves and others, their self-esteem and behaviour often suffer and their outcomes may not be as positive as for their peers.

What are executive functions?

People with ADHD can face difficulties with many of the main executive functions, as outlined below:

Time management: being on time, managing deadlines, understanding the concept of minutes/hours/days.

Flexibility: often associated with autistic spectrum disorders, this can also affect people with ADHD and there is a need for structure and routine and pre-warning of any changes to the school day.

Planning, organisation and task initiation: planning and organisation of tasks, thinking ahead, prioritising, estimating how long tasks take, selective focusing and getting started.

Goal-directed persistence: sticking to a task until it's finished and staying focused.

Self-regulation: managing emotions, feeling overwhelmed by situations and having a short fuse.

Response inhibition: acting first, thinking later - being verbally and/or physically impulsive.

Working memory: while people with ADHD can have excellent long-term memory, they often struggle to retain recent information.

Metacognition: the ability to observe, self-monitor and evaluate, the ability to read facial expressions and body language, and awareness of the effects of actions on others.

Supporting ADHD

Once we understand how ADHD can affect a pupil's daily functioning it becomes easier to see beyond mere "bad behaviour" and "not listening" in class. We can then look at the many strategies that can be put in place to support children with ADHD at school.

Start the day positively:

meet and greet the pupil and check their emotional wellbeing; this provides an opportunity for any changes in the day to be explained ahead of time, for any concerns and worries to be aired by the child to a trusted adult, and for the day to start off on a good footing

consider operating a breakfast club - a healthy diet is important for any child and especially for children with ADHD to help with concentration

provide a calm environment; it might be that the playground is too noisy and presents too much of a risk of problems with other children; some children with ADHD also have sensory processing issues and noise and crowds can cause anxiety and discomfort.

In the classroom:

consider seating arrangements; this can be so important in avoiding conflicts with other pupils, and distractions from inside and outside classroom, like displays and models, and people coming in and out of doors to other rooms

sit the child near to the teacher or teaching assistant to provide focus and reassurance; some children need to be near the teacher to ensure they are concentrating, while others prefer not to have too much attention on them; it is important to find the best place for any child with ADHD in the classroom

children with ADHD function much more effectively without constant anxiety about what lies ahead, so use visual timelines, which are a great way to ensure the child knows what is happening during the day, whether this is a plan of the day on the board in the morning or timetables and lesson structures

ensure they have the correct equipment ready; problems with organisation may mean children misplace and forget things that they need throughout the day; although this can be disruptive at the start of a lesson, if spares are readily available this can reduce the possibility of arguments.

ask the child to identify areas where they feel they need support; this promotes a sense of ownership and responsibility

due to the reduced blood flow to the frontal lobe which can be a characteristic of ADHD, concentration is a problem; by fiddling with concentration aids or fidget toys the blood flow is stimulated and this then helps the child to concentrate; if they are always fiddling with things that they shouldn't be, give them a legitimate object to play with

use different approaches to learning, such as visual, auditory and kinaesthetic methods, to appeal to different learning styles and help keep students motivated; many children with ADHD are very hands-on and practical, and learn well this way

due to a lack of concentration skills children may struggle to complete tasks, so chunking up work into more manageable amounts is really important for pupils with ADHD

it can be useful to do some brain gym exercises or include movement breaks to refocus attention

timers can be really effective in helping pupils with ADHD understand what is expected of them

children with ADHD often shout out, as they are impulsive; to help with that they could have a white board to write their answers on, as often they only call out because they are concerned they will forget the answer

varying between hands up and hands down, and telling the answer to a partner, can help children with ADHD give an answer without calling out

it important to have some pre-agreed prompts for pupils which are mainly non-verbal, either for the pupil to communicate something to the teacher or for the teacher to remind or prompt them to do, or stop doing, something

as children with ADHD often don't sit still for long periods of time, giving them an errand to do gives them a legitimate reason to get out of their chair

provide clear choices but not too many instructions at once

if possible, provide a quiet study area and a calm space

provide a calm box for pupils to help them reduce anxiety or calm themselves down after an outburst; this should include things they can fiddle with, touch and play with, and thing they respond well to.

Steady support

It is important not to overwhelm pupils, so start to encourage their independence in small steps. If parents are also disorganised, they may not have help at home to organise their own bags and they may not yet have developed the skills they need to organise themselves in the classroom. One in three children with ADHD will have a parent who also has ADHD.
Children with ADHD can be challenging to teach but they tend to have many positive qualities - such as creativity, energy and enthusiasm - and finding strategies that work well with them will raise their self-esteem and help them achieve better outcomes in the future.

Further information

Jo Alesbrook has worked as an Asperger's mentor, a secondary teacher, an SEN learning support assistant and a parent partnership officer. She is currently an ADHD specialist coach at ADHD Solutions CIC:
www.adhdsolutions.org

# data[].attributes.attachment_link.description
How ADHD impacts on a pupil's daily functioning and what teachers can do to help. Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder that is thought to affect up to five per cent of children. In people with ADHD the brain works differently. The three main characteristics of ADHD are hyperactivity, impulsivity and inattentiveness.

# data[].attributes.attachment_link.readable_text
What is ADHD?

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental condition that affects behaviour and concentration.

Children and young people with ADHD often seem unusually restless, impulsive or distracted. They may speak or act without thinking, struggle with organisation, find it hard to focus or appear to be always on the go. Some people with ADHD do not experience hyperactivity; this used to be called attention deficit disorder (ADD), though the term in no longer used officially.

ADHD is not a mental illness or a learning disability, though children and young people with ADHD may also have other conditions or experience mental health problems.

Living with ADHD can be very challenging, for children and young people as well as for their parents and carers. But the right diagnosis, treatment and support can make a big difference to a child's learning, life skills and relationships, as well as making family life easier. There is also lots you can do as a parent/carer to help your child manage the things they find difficult.

What are the most common symptoms of ADHD?

A child with ADHD may be:

easily distracted, finding it difficult to start or finish tasks

often unable to concentrate

often restless or fidgety

very talkative, often interrupting or blurting things out

impulsive, acting before considering consequences, prone to taking risks

easily angry or frustrated, struggling to deal with emotions

finding making or maintaining friendships difficult

disorganised, for instance often losing things or being late

lacking awareness of time

Every child or young person with ADHD is individual and they may not display all of these behaviours. And many of these traits and behaviours are typical in younger children, or can follow a traumatic experience - they don't necessarily mean your child has ADHD.

Age and gender can also affect how someone with ADHD behaves. This can make it harder to spot signs of ADHD, particularly in girls, who are more likely to be undiagnosed or wrongly diagnosed with other conditions.

Typically the symptoms of ADHD develop in early childhood and they may become particularly noticeable at times of significant change, such as starting or changing school.

What to do if you think your child might have ADHD

If your child frequently experiences some of these symptoms and it's affecting their day-to-day life, discuss your concerns with your child's GP. Before doing this, talk to your child's teacher and the school special educational needs co-ordinator (SENCO) about what they have noticed.

The GP may want to refer your child for assessment, as ADHD can only be diagnosed by a specialist such as a child and adolescent psychiatrist or paediatrician.

Sometimes parents are reluctant to pursue assessment. They may be worried about 'labelling' their child or about stigma, or they may prefer to watch and wait. These feelings are normal. But parents and young people who do seek diagnosis can find it helps them access the right support; understand and manage challenges; and identify individual strengths.

We have more information about getting support from the GP, CAMHS or school in our guide.

ADHD diagnosis, support and treatment

ADHD assessment is usually done through the specialist Children and Young People's Mental Health Services, commonly referred to as CAMHS.

Diagnosis is most commonly made in childhood, and in the majority of cases, symptoms affecting daily life continue into adulthood.

There is no single, definitive test for ADHD. Specialists will base clinical diagnosis on a combination of observations of your child; discussions and questionnaires (with you and your child); and information from your child's school.

They will consider how long the symptoms have been present; their impact on your child's daily life; and whether they might be due to another condition. The NHS states that approximately 60-80% of children with ADHD have at least one other condition (such as autism, dyslexia, dyspraxia, anxiety or behaviour problems), and your child may be given more than one diagnosis.

Support and treatment options

You and your child should be offered support and advice to help manage ADHD in their day-to-day life.

ADHD can also be treated with medication and/or therapies. These should be discussed with you when your child is diagnosed, and are set out in the National Institute for Health and Care Excellence (NICE) guidelines on ADHD.

ADHD can be treated with therapies such as cognitive behavioural therapy (CBT). For more information about therapy, see our parent guide to counselling and therapy.

There are a number of types of medication. These are not a cure for ADHD, and many children do not take them, but they can help manage some of the symptoms. Medication must be prescribed and overseen by a specialist.

You may also be offered ADHD -focussed parent training. This does not mean your parenting is somehow wrong. It is designed to provide support and specific strategies and skills to help you and your child thrive.

Jack is still perennially late, disorganised and impulsive; but he's also energetic, original and creative. The medication is helping him make the most of all of that.

What you can do to support your child with ADHD

Be explicit and consistent about unacceptable behaviour, such as violence. Set appropriate consequences and follow them through, but try to stay calm in the moment to avoid escalation. Dealing with challenging behaviour can be very hard, and our parent guide has helpful advice.

Plan the day so your child knows what to expect. Maintaining regular sleep patterns, physical activity and mealtimes can help your child. Some people find dietary change and/or certain supplements helpful. But the NHS states that there is no clinical evidence for this, and medical advice should be sought first. Our young person's guide has helpful advice on sleep problems.

The impact of ADHD on your child's mental health

Any child or young person can struggle with their mental health and wellbeing, whether or not they have ADHD. This might be caused by things like family change, bullying, exam stress or a traumatic event.

But having ADHD may also mean your child has extra challenges - such as social difficulties, struggling to manage their emotions or getting into trouble at school - that leave them more vulnerable to low self-esteem, anxiety or depression.

Children and young people with ADHD frequently have other developmental or mental health conditions and it is important to ensure they have the appropriate support for these.

As a parent there is a lot you can do to support your child with their wellbeing and mental health:

encourage your child to talk about how they are feeling with you. Our starting a conversation guide has ideas for keeping communication open

if you feel your child may have a mental health problem or another condition alongside ADHD, discuss your concerns with their GP or ADHD specialist.

Working with school if your child has ADHD

ADHD is a special education need (SEN), and it may be referred to as a specific learning difference (SpLD). Your child is entitled to appropriate support to help them thrive socially and educationally. This could include potential adjustments in certain situations, such as extra time or rest breaks for exams, movement breaks in lessons, written instructions for tasks and a seating plan that minimises distractions.

Discuss the diagnosis and needs with the school's SENCO, taking a list of your concerns and background information to the meeting.

Your child may be entitled to an education, health and care plan (EHC plan) which details the support they need and how it will be provided. (The National Autistic Society has helpful information about EHC plans.)

Good communication between you and school can be really helpful in ensuring your child thrives in education and meets their potential. Our parent guide to support has more advice on talking to school or college.

ADHD in teenagers and beyond

If your child is a teenager or young person, their needs and the support you give may well be different from when they were younger. They may like to read our young person's guide to ADHD and mental health. But there are still many ways you can help.

Looking after your own wellbeing

Parenting a child with ADHD can sometimes be isolating, upsetting or exhausting. Sometimes parents feel judged or blamed by others (unjustifiably as parenting does not cause ADHD). It is entirely understandable if you are finding things difficult.

It's important to recognise the impact the situation is having on you, and think about ways you can take care of yourself - including getting support from other people so that you can take some time off. It's okay to ask for help when you need it, and to share your worries with someone you trust. We have advice on looking after yourself as well as your child.

Our son's challenging behaviour with ADHD had an enormous impact on the whole family, as we and his brothers bore the brunt of his anger.

Where to get further support

If you would to speak to a professional adviser or find out more about how you can support your child, these organisations can help.
While we take care to ensure that the organisations we signpost to provide high quality information and advice, we cannot take responsibility for any specific pieces of advice they may offer. We encourage parents and carers to always explore the website of a linked service or organisation to understand who they are and what support they offer before engaging with them.

This page was reviewed in March 2022. It was created with parents and carers with lived experience of supporting their child or young person with ADHD. We will next review the page in 2025. YoungMinds is a proud member of PIF TICK - the UK's quality mark for trusted health information.
Whether you love the page or think something is missing, we appreciate your feedback. It all helps us to support more young people with their mental health.

Please be aware that this form isn't a mental health support service. If your child is in crisis right now and you want to talk to someone urgently, find out who to contact on our urgent help page.

At YoungMinds we take your privacy seriously. If you'd like to read more about how we keep the information we collect safe, take a look at our privacy policy.

# data[].attributes.attachment_link.title
ADHD Support For Your Child | Parents Advice Guide

# data[].attributes.attachment_link.description
If your child is struggling to manage their ADHD, read our tips on what you can do to support them, how to get a diagnosis and where to find help.

# data[].attributes.attachment_link.title
Twilight Talks: Sensory processing and supporting neurodiverse students in the classroom

# data[].attributes.attachment_link.description
Ali Neal, who will deliver this session, is an occupational therapist with a specialist interest in helping schools maximise the success of their pupils with SEN or who are neurodiverse.

# data[].attributes.attachment_link.readable_text
Your Internet Explorer 11 browser is not supported by this site. Please upgrade to a recent browser for the best experience.

The Know Yourself series offers free resources (videos, PDFs, worksheets) to support autistic teenagers in understanding what being autistic means to them.

# data[].attributes.attachment_link.description
The Know Yourself series offers free resources (videos, PDFs, worksheets) to support autistic teenagers in understanding what being autistic means to them.

# data[].attributes.attachment_link.title
Wolverhampton LA (for all to use!) - Initial concerns screening tool September 2023

# data[].attributes.body
The Three Spires Trust EXPLORING BEHAVIOURS Padlet page

# data[].attributes.attachment_link.title
What to Do if You’re Struggling to Sleep | Blog

# data[].attributes.attachment_link.description
What can you do if mental illness is preventing you from sleeping? Laura shares her tips, advice and bedtime routine.

# data[].attributes.attachment_link.title
Sleep and tiredness as a teenager - BBC Bitesize

# data[].attributes.attachment_link.description
Feeling tired and you don’t know why? Learn about why teenagers having a different sleeping pattern to others and get some advice on how to get better sleep.

# data[].attributes.attachment_link.description
Looking for advice on how to sleep better? Tweak your routine and understand the science behind your sleep patterns.

# data[].attributes.attachment_link.description
To help us keep this website secure, please wait while we verify you’re not a robot! It will only take a few seconds…