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Understood.org is the resource that helps the 70 million people with learning and thinking differences anticipate the challenges, barriers, or opportunities in life and confidently reach their potential.

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"I feel autistic women are more likely to be described as 'anxious' and an autism diagnosis overlooked, since it can challenge gender stereotypes."

There has been widespread discussion about autistic girls and women who are now being diagnosed later in life due to the bias in diagnostic tools that have been identified in the assessment process of autism. This is true of many adolescent girls who, as well as negotiating the normal changes that take place at this stage of development, often have to come to terms with a diagnosis and learn to understand what that means for them. Due to the way that girls tend to mask their autistic traits, they are also at higher risk of developing mental health conditions. It is important, therefore, that as well as recognising the different ways in which autism presents in girls and women, we look at how to support them in education, the workplace and other areas of life.

How effectively do schools support girls with autism?

The following is an extract from a parent who has struggled to get the support they need for their daughter in school:

So it's Friday and we've heard nothing about when A's exams will be. We know it's supposed to be next week, but what days and times we've heard nothing. We are supposed to get advanced warning, this was agreed of course.

I ask the question in an email and was told that it had been emailed to all children on Monday. I ask why was I not made aware as agreed and why had the TA not gone through A's emails? Excuses..

Turns out the timetable means A will have to go in for 4 full days that week. A hasn't managed a full week at school since December 2021 it's now June, she barely manages a whole day.

I suggest she only comes in for the exams, I'm told she will miss so much science and it's a concern! I've been saying this since January and it's finally become a concern??

Neurodivergent children miss so much learning due to the environment being inappropriate for their needs, yet schools seem to be able to do this, someone needs to hold them accountable, it just cannot continue. The impact on mental health is immeasurable."

At Y:AMHS, we hear from many parents whose teenage girls struggle to access the school environment, or who push themselves to go in to the detriment of their mental health. So, what is it that schools could do to help our youngsters and, given the budgetary pressures, how easy would it be for them to offer this support?

" Autistic girls are particularly vulnerable to mental health difficulties if not appropriately supported and the percentage of these ASC girls in inpatient units is disproportionately high" (assessing psychologist)

What difficulties do autistic girls experience?

Autism in girls can look different to the sterotypical ideas we might have around autism - often, they appear to be able to socialise well, do not demonstrate stimming behaviours such as hand flapping in the same way and can mask their sensory difficulties.

However, beneath this presentation, girls may be experiencing some of these difficulties:

Girls ten d to be aware of the need to socially interact and will want to make friends. However, they may find it difficult to know how to make friends, and are often passive in their social interactions, allowing others to lead and mimicking their responses. They may also find it difficult to read others' facial expressions and may be surprised by others' responses in social situations. Often, they do not understand social 'rules', which often become more complex in adolescence, around the time when young people are transitioning to secondary schools. Girls with autism may therefore feel isolated or alone, and struggle to experience a sense of belonging. One young person described this as "being in a bubble, being with others but also on the outside."

Girls on the spectrum will also often have 'special interests', such as animals, books or music bands. Such interests are not unusual for young people to have, but for girls on the spectrum, it is the intensity of the interest which is different and which may stand out as unusual to their peers.

Girls (and boys) on the autistic spectrum will often experience greater than usual sensitivity to things such as bright lights, noise and textures. This may result in them finding busy and noisy spaces uncomfortable, and being sensitive to the clothing they wear. This has particular significance in schools where, particuarly in secondary schools, young people will face busy corridors at breaktimes and will be expected to wear uniforms which they may find extremely uncomfortable.

The world of a young person with autism can feel extremely unpredictable. Their lack of understanding of social rules leaves them often feeling bewildered by others' responses or not sure what to expect and they may not fully pick up on what is being said if communication has not been explicit. This often translates into a high level of anxiety. Additionally, girls on the spectrum often experience what is known as 'social anxiety' whereby they are not sure what to say or how to respond and find social interactions therefore extremely anxiety- inducing and demanding.

All of these difficulties can lead to the pressure building up in a young person as they try to navigate their world as best they can and try to 'fit in'. This sadly often leads to young people on the spectrum experiencing a greater level than their peers of mental ill health and what is now termed 'emotionally-based school avoidance (EBSA).'

So, how can schools best support autistic girls?

If anxiety is being produced by the amount of unpredictability experienced, then reducing this unpredictability is key to reducing the stress load of girls with autism. Knowing what to expect and what is expected is essential and this can be achieved with clear communication. Don't assume that instructions have been understood - check in. Girls with autism very often do not like to stand out and, given their difficulties around social interactions, may not ask if they don't understand. Having written or pictorial instructions and timetables can be helpful, too. Additionally, it is important to try not to give too many instructions in one go.

Another key essential is that young people are aware of the exact arrangements when the school day will be different - such as when there are exams - and have time to prepare themselves. Knowing where they need to go and when is extremely important and this information should be clearly communicated visually and orally and understanding should be checked.

Having clear structure to lessons is also important - girls on the spectrum will often find it difficult to be in a class where there is 'free' time or a wide choice of activities. Limiting choices and setting out what is expected is important for reducing anxiety and stress for autistic girls.

Girls on the spectrum may find themselves feeling overwhelmed at times, particularly if the classroom is noisy or bright. Having a 'time out' card that they can show a teacher to excuse them from a lesson without having to explain can be helpful. They should have a quiet and safe place in school where they can go to calm down.

Having some structure around social interactions can also be helpful. This may be in the form of having specific lunch time or break time 'clubs' which are supervised and which have a certain focus. Young people may need additional support in learning how to initiate conversations and respond to others. There are various games and activities that can support this, and which could be offered to small groups of children and young people or individuals. Additionally, having a quiet place to go during break times to get some 'alone' time can be important - being around people all day can feel exhausting for girls with autism and they may need a break from social demands to be able to get through the day.

Young people who experience sensory difficulties may find it helpful to be able to wear earphones when they are in busy and noisy spaces. It may also be helpful to think about the lighting of rooms and whether lighting can be adjusted to make the environment more comfortable - for example, blinds may be used on bright days, and the brightness of interactive screens could be considered. Schools may be able to provide some flexibility in the wearing of school uniform - for example, a young person may choose to wear a skirt or trousers the same colour as the uniform but which they find more comfortable.

Many of the support measures highlighted here are unlikely to require any additional funding. What they do require is that teachers be aware of each of the children and young people in their class and their needs. In a secondary school setting, this can of course be a big ask. However, many of these measures can be universally applied and are likely to be of benefit to all children and young people and support their learning and development. The SEND Code of Practice (2014) states that "High quality teaching that is differentiated and personalised will meet the individual needs of the majority of children and young people."

The level of support needed by girls on the spectrum will differ case-by-case - autistic people are not all the same, just as non-autistic people are all different. The significance of the parent-teacher relationship cannot therefore, be understated and working together with the young person to ascertain how they can be best supported is key. However, there are some basic principles which can guide the support given in schools to those - particularly girls, but also boys - who are on the autistic spectrum, which may help them feel able to access the school environment without becoming overwhelmed and reducing their risk of serious mental ill health. In addition, many of these principles can be applied universally, benefitting entire cohorts and supporting better outcomes for all.

At Y:AMHS we believe that children and young people should be able to access mental health treatment when they need it, as soon as they need it. We provide funding for children and young people aged 10-18 in the Crawley area to pay for a range of treatments, such as counselling, art or animal assisted therapies. We invite families to specify a provider or support them to find a suitable therapist, which we then fund. Applications are invited from families on a quarterly basis, with our next round opening on 1st October. Find out more here or email us at info@yamhs.co.uk .

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What support do girls on the spectrum need in school?

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The impact of the lack of support for girls with autism in schools is immeasurable, with girls in mental inpatient units 'disproportionately high'.

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Lynn McCann is an Autism Specialist teacher, trainer and author. Here Lynn gives us her top five tips on teaching autistic students in secondary school, taken from her latest book "How to support students with autism spectrum conditions in secondary schools".
Secondary teachers may have 120 or more students coming through their lessons every day. Sometimes they meet students only once a week and others they may see every day. Below are some general tips for secondary teachers to help them support autistic students.

Please note that it is very important to recognise that not every autistic student will be the same. Each student is unique and has their own strengths and difficulties - getting to know and understand them will be your biggest reward.

Top 5 tips

1. Read the information from the SENCO

This may seem like obvious advice but it is easy to feel overwhelmed by the amount of information given to you by the Special Educational Needs Coordinator (SENCO). If they have a one page profile of the student with Special Educational Needs or Disabilities (SEND), then this will be your most useful document. It should include:

what the student may struggle with

what strategies help them most

what should be avoided

what the student's interests are and any other useful information.

Use the strategies that have been recommended. For example an autistic student might need extra time to process instructions or may need them broken down into smaller tasks. Using strategies that work will help you build up a good relationship with the student, who will then develop trust in you. Don't wait until the first sign of your usual strategies going wrong (which may be very quickly apparent) before you try those recommended by the SENCO.

2. Make learning accessible

Ask the student where they will be most comfortable sitting in the classroom. The environment and fellow students can be overstimulating for the autistic students' senses and so getting the seating position right can make all the difference. Avoid changing seating plans without consulting them first - change can cause huge anxiety.

Give instructions in lists, breaking down the task into manageable chunks. If the student finds open-ended questions difficult then make it more concrete for them to begin with, or provide them with some vocabulary, structure or ideas. Executive functioning, the brains ability to organise, plan, predict and monitor, can be an area of difficulty for some autistic students.

Give autistic students time to process information and don't put them on the spot by asking questions publicly, unless you know that they are comfortable with this. Prepare them for what is coming and if you are relying on a teaching assistant (TA) to do this, make sure the TA can also see a copy of your lesson plan.

Use visuals and structured tasks, incorporating the student's own interests wherever possible. Verbal information is fleeting and the person has to remember it whilst working out what they should do with it. Some autistic students cannot follow the fast pace of verbal information so backing it up with a written account, list or picture can help enormously. Other autistic students have excellent verbal memories but may find it difficult to apply that information to another situation, and may need support to do this.

3. Homework

Well we have to tackle this topic in a secondary school! Homework is difficult for many autistic students for a number of reasons. Most commonly they are exhausted after school. The energy they use just coping throughout the day is far more than most other students and so there may be nothing left in the bank to do homework as well.

Some autistic students may have rigid thoughts about school is school and home is home, and may find it difficult to understand why they need to do schoolwork at home.

Often the biggest difficulties for autistic students is understanding how to do the homework. If the teacher has explained it to the class in a way that the autistic student cannot understand, then they will not be able to do it. This can lead to a lot of distress at home.

There are a number of things you can do to help, including:

Print the homework off on a sticky label and put that in the student's planner.

Email the parents so they know what the homework is.

Differentiate the homework so that it is something related to the student's interests or involves less writing.

Teach the student how to use speech to text technology in Word or other programmes so there is less writing.

Support them to do the homework in school homework clubs.

...or give them less homework, especially in KS3. Build it up slowly and make it successful.

4. Understanding behaviour

All teachers want a class of calm and alert students who want to learn. Autistic students can be the quietest and most compliant students in the class. If a student does present 'behaviour that challenges', it is important to remember that this is often communicating a need or difficulty.

Remember to stop and think. Ask yourself the following questions and then work out a way to support the student better:

Do they understand what I mean?

Are they struggling with their peers?

Are they overloaded with sensory sensations?

Are they worried, anxious, fearful?

Do they know how to organise that task?

You may need help from the SENCO but a positive approach makes all the difference.

5. Have high expectations

Read subject specific advice about teaching autistic students, get to know the students you teach and build a positive relationship with them. Encourage shared interests with other students, as shared interests often make the best friendships.

Autistic students can thrive and achieve in secondary school. They may need adaptations, a different approach some of the time and a lot of kindness and understanding. Many autistic students can go on to further and higher education, have jobs and families. Assume they will do something in life that they are interested in, and that you can help them get there.

I want to leave you with an example of an autistic student who was interested in where all the pipes and wires were laid around the school. The school gave him a session a week with the Design Technology (DT) technician and built that into his support programme. The student struggled with English and other text based lessons but thrived in DT, IT and practical lessons. This boy went on to be an electrician because the school helped him into an apprenticeship that supported and understood him. We can help all our autistic students thrive.

Further reading

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Teaching secondary school autistic students

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Lynn McCann gives us her top five tips on teaching autistic students in secondary school

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Prof Amanda Kirby CEO of Do-It Profiler, GP & Chair of the ADHD Foundation

I am very interested in this topic, as I have a number of family members with diagnoses of ADHD. Despite having a number of ADHD traits myself this was not considered as a child at all. I was fidgety, a doodler, but not disruptive. I was chatty, enthusiastic, and impulsively volunteered to help with everything. I was anxious and a ruminator and had a 'busy brain' that often ended up trying lots of different hobbies because I was curious but gave them up if they bored me. I also seemed to work much harder than others to achieve what others seemed to do with less effort. As a student, I put in endless hours when others were 'playing'. I look back and think now was that about inefficiency, or uncertainty about being good enough? I have always had 'imposter syndrome' and never really believing I was good enough even when I won awards from others... I always thought it was not for me! I never thought that I had ADHD.... till in my 60s... despite diagnosing and recognizing it in others.
Adults talk about feelings of 'inner restlessness', and I find this is very real for me. I find it very hard to do one thing only. If I am listening to a lecture, I need to make notes or doodle at the same time. If I am watching TV, I often do something else at the same time like being on my laptop writing something while listening to it in the background. The thought of sitting still doing only one thing is hard for me. I think this is why I prefer to be lecturing as I am the one doing something and can move around.

As the chair of the ADHD Foundation, I feel passionate about raising awareness of ADHD and neurodiversity in all sectors of society but especially in females as so many girls have been completely missed in childhood. Many of us are emerging now at different stages of our lives, and some are looking back and thinking how much easier could it have been if I had known....
What is it all about?
The term neurodiversity recognizes diverse and varying brains and it is becoming associated with both positive traits and characteristics associated in some people with Dyslexia, Dyscalculia, Attention Deficit Hyperactivity Disorder (ADHD), autism spectrum disorder/condition (ASD/C), Developmental Coordination Disorder/Dyspraxia, and Developmental Language Disorder as well as specific challenges that some people may have.

Increasing awareness of neurodiversity means there are females self-diagnosing one or more conditions in adulthood. But there are many girls and females who still haven't had their support needs recognized and continue to have challenges in day-to-day life. For some arriving at adulthood, it can mean having years of constant feelings of anxiety and for many being or having been depressed. Cycles of burnout, with challenges with sleep, may have been their norm. Their diagnosis was missed altogether or considered as something else.

Past challenges can result in difficulties progressing in education and socially. It can include a sense of never quite fitting in. I have had many females feel both relieved and at the same time angry at gaining a diagnosis in adulthood. Some are frustrated at not achieving what they see now as their potential. Sadly, some end up with lower-level qualifications despite having wasted talents. Even sadder are some females who end up in the justice system have been both misunderstood and misdiagnosed.

Estimates for childhood ADHD range between 3% and 7%. The pathway to adulthood does not appear to be different in males or females with ADHD. A recent review has shown that about 80% of children continue to experience challenges that can impact on day to day functioning. Importantly, research on gender differences in ADHD increasingly suggests that girls may be consistently under-identified and underdiagnosed.

This has mostly been explained by some differences in the way challenges and strengths are present in females compared to males. Females (in general) with ADHD have been reported to have fewer hyperactive/impulsive symptoms and more inattentive symptoms when compared with males with ADHD. They are less likely to be disruptive and so fade somewhat into the background and so not necessarily noticed as being a 'nuisance' to others.

If they are disruptive then this may be associated with other factors in their life and ADHD not even considered.

Lack of knowledge by teachers and health professionals about the presentation in females means they can be missed altogether till adulthood. Sciutto, Nolfi, and Bluhm(2004) found that teachers more often refer more boys than girls for treatment for ADHD, even when showing equal levels of impairment.
Overshadowing
A major contributing factor to late or missed diagnoses of ADHD in females appears to be the presence of coexisting symptoms that often cloud or overshadow the diagnostic picture. As many as 75% of children with ADHD are likely to have at least one other mental health condition. In general, boys with ADHD have been found to have more externalizing disorders (noticed by others) than while females tend to show more internalizing disorders( not seen always by others) in comparison to girls without ADHD. Low mood, emotional lability, and anxiety may be especially common in females with ADHD. Substance misuse may be problematic for some people with ADHD. This often means other conditions are diagnosed before ADHD is considered.

Females who get diagnosed with ADHD generally have to be more symptomatic than their male counterparts. This means they need to have a greater impact on day-to-day life before being recognized or considered as potentially having ADHD. Often females get diagnosed because someone else in their family has a diagnosis of ADHD such as their child.
Some ADHD signs and the impacts for females
(Note: not everyone has everything and this list is not exhaustive. Some of these signs may be associated with other conditions too - this is why it is helpful to be professionally diagnosed).

1. Starting something and not finishing it and then feeling bad because of this

2. Working much harder to achieve because not sure of how hard you need to work ... burn out cycles

3. Chatty, enthusiastic, overly engaged ( and then not!)

4. Losing your day drifting off down a rabbit hole of interest- seen sometimes as 'daydreaming'.

5. Distracted by other people's conversations around you and drifting off when talking to someone - unless the topic is of high interest and then fully engaged.

6. Impulsive ( enthusiastic) decision making - saying yes before saying no and then regretting it because of too many yes's

7. Not being able to sit still/stay quiet for long/fidgety/toe-tapping/doodling/hair twirling

8. Sleep disturbance, busy brain, and rumination and feelings of disappointment when it hasn't gone right ( again). Feeling anxious.

9. Losing possessions even though you are sure you put them in one place, disorganised.

10. Loads of information/knowledge... but a brain that has an inconsistent filing system

11. Poorer concepts of time passing

12. Other people's perceptions of you - thinking that you are less capable than you really are or overly direct or rude because of interrupting ( I often find it hard to stay quiet for long!).

13. Compensating to camouflage by working even harder to cover up mistakes /driving anxiety and obsessional actions to do so- putting the pressure on yourself

14. Prevarication ends up with you doing the things you like doing and avoiding the tedious things we still all have to do as much as possible even though we know they often won't take us long in reality.

15. The impact for females may result in having greater social problems in school and it may result in having been more vulnerable to bullying, including physical and social-relational bullying, and cyberbullying.

16. Like males, there is an increased school dropout, academic under-achievement, and more accidents with females. Not surprisingly there is an impact on self-esteem and self-concept.

Living with ADHD
The challenge for many females who have not been diagnosed is they may have learned a whole range of ( not always positive) compensatory strategies such as using alcohol or cannabis to slow them down. Social interaction may be achieved with higher-risk activities. Coping strategies may be less overtly noticed, such as avoiding specific events, settings, or people, not facing up to problems, spending too much time online, or not seeking out help when needed.

Women with ADHD may experience challenges in the workplace, such as disorganization, inattention, difficulty accepting constructive criticism and appraisal, and difficulties managing interpersonal relationships with colleagues. Working longer hours ( but often hidden from others) to complete tasks because of time management/focus challenges can also be exhausting. Cycles of burnout may also be more common but may not be recognized or seen as something else.

We start to see increasing numbers of highly skilled females with ADHD talking about what it is like for them. Some of them are entrepreneurs using their vision of pulling things together, commitment, and passion to be successful.

It will be interesting to understand more the factors at play that resulted in being more resilient and successful and what differentiates these females so we can help all with ADHD to be their personal best.
We have a lot to learn! What's your experience if you are a female with ADHD?
Thanks also to this amazing review of the literature ( link below) and all those who contributed to the body of work and especially Suzie Young.

Reference: Young, S., Adamo, N., Ásgeirsdóttir, B.B. et al. Females with ADHD: An expert consensus statement taking a lifespan approach providing guidance for the identification and treatment of attention-deficit/ hyperactivity disorder in girls and women. BMC Psychiatry 20, 404 (2020). https://doi.org/10.1186/s12888-020-02707-9

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Why talk about females and ADHD? - ADHD Foundation

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I am very interested in this topic, as I have a number of family members with diagnoses of ADHD. Despite having a number of ADHD traits myself this was not considered as a child at all. I was fidgety, a doodler, but not disruptive. I was chatty, enthusiastic, and impulsively volunteered to help with everything.

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Guidance and tips for becoming an ADHD-friendly school.
If you are at all concerned about a child or young person, you should always speak to your designated safeguarding lead as a matter of priority. They will be able to advise on suitable next steps, and speaking to them about any concerns should always be the first action you take, ahead of any of the suggestions on this page.
Although the suggestions on this page are broadly split into primary and secondary age groups, the majority of the advice can be applicable for all ages. All children and young people are different, and it's important to understand the needs of the individual child and young person when looking for ways to support their mental health and wellbeing.

Amongst other things, the ADHD Foundation notes that an ADHD-Friendly-school (AFS):

ensures that all staff implement AFS practice ensuring that if a child doesn't respond to the way that they teach, then they need to change the way that they teach to ensure that learning takes place

expects high standards and believe that all pupils can make progress beyond their starting points

is one where all staff model positive behaviours and reward the behaviour they want to see more of

sees physical activity and nutrition as an important aspect of allowing the child to succeed and build this into their daily timetable

What primary schools can do

Adapt the learning environment

If a child struggles to focus in lessons, teaching staff will need to adapt the learning environment and their teaching style to compensate for regular distractions, limited organisational skills and poor concentration.

Focus on strengths

A 'strength-based approach' can often help children with ADHD - focusing on what the child can do well, rather than on the negatives, and helping them to develop into a more confident learner.

Develop social and emotional skills

All children will benefit from schools delivering good quality teaching programmes supporting all children's social and emotional skills. Some whole-school programmes have shown promise in reducing hyperactivity in children.

What secondary schools and further education settings can do

Adapt the learning environment

Provide students with movement breaks, think about where they sit in the classroom and break tasks down into smaller chunks to make them more manageable.

Consider the need for additional support within the classroom

Having a teaching assistant or additional needs coordinator work with a student in the classroom may be beneficial.

Refer to specialist services for assessment

If a student is presenting with possible OCD but has not had a diagnosis, they will need specialist support via CAMHS. For advice before making a referral, schools can call their local CAMHS duty line.

Concerned about a child or young person?

If you are worried that a child or young person is at risk involve your designated safeguarding lead as a matter of priority who will contact the parents/carers and other services as necessary. If the child or young person is at immediate risk, ensure that they are taken to their GP or A&E as a matter of urgency, depending on the severity of the concern.

Find out more

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What schools and further education settings can do : Mentally Healthy Schools

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Guidance and tips for becoming an ADHD-friendly school.

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ADHD affects behaviours such as hyperactivity, impulsiveness, inattentiveness. This often leads to difficulties with everyday functioning and completing tasks, but as an educational professional, there are lots of things you can do to help your students with ADHD get the most out of school life.

We know that children and young people with ADHD often thrive in an engaging, active environment, whereas long, drawn-out tasks with no breaks or opportunities to move can lead to problems.

But with their inbuilt curiosity, children and young people with ADHD are naturally equipped with a fantastic toolkit for learning. This is why it's so important to understand their requirements and make any helpful adjustments.

Below, we've outlined some general guidance to help school professionals support children and young people with ADHD. Please remember that all recommendations need to be used consistently and alongside any other treatments or recommended medications.

Adopt positive reward-orientated strategies

These can be used both at home and at school. Positive behaviour should be consistently praised and negative behaviours ignored as far as possible. Consistent boundaries should be applied but always with a clear explanation. There should be an emphasis to avoid negative responses from developing as this can lead to further behavioural difficulties.

Provide the appropriate level of support

Ideally, teachers who spend a lot of time with the student should endeavour to equip themselves with adequate knowledge of ADHD. And it's important that any support given is at the right level to support the child's specific challenges.

Children with ADHD usually manage much better with one-to-one attention. If possible, we recommend using an experienced learning support assistant, who will often provide a higher level of one-to-one help.

Breakdown large workloads into smaller chunks

Children or young people with ADHD often cope much better when tasks are broken down into bite-sized chunks. Similarly, instructions need to be broken down to help them better process information. The student may benefit from instructions being provided more clearly on a one-to-one basis and, if necessary, repeated several times.

They may also benefit from the use of visual strategies. This can help to clarify instructions, such as tasks they can cross-off once completed.

Understand the student's diagnosis

It's important for all educational professionals working with the student to have a clear understanding of their diagnosis. Allied staff at the school who come into contact with the child, such as lunchtime supervisors and administrative staff, should also be made aware of the diagnosis.

Make adjustments in the classroom

All educational professionals should try to remove and avoid any obvious distracting stimuli in the classroom environment. Sitting next to a window, for example, is an obvious distraction. It often helps to sit children with ADHD at the front of the class and away from other groups of children who could act as a distraction.

It can help students with ADHD to face a blank wall so that they are shielded from active distracting stimuli. However, if using this strategy, please take care that the child doesn't feel singled out or isolated.

Allow physical activity

Children and young people with ADHD often have hyperactive and impulsive behaviours. We recommend giving them the opportunity to effectively stretch their limbs at regular intervals. Ideally, regular breaks should be provided during lessons, allowing the student to leave the classroom and have a few minutes to stretch their arms and legs.

Please remember that these behaviours make it very difficult for the student to sit at a desk for long periods of time. Try to be sympathetic to this and make the appropriate adjustments. How often the child or young person needs a break will vary according to their needs.

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Advice for schools to help children and young people with ADHD

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As a school professional, there are lots of things you can do to help your students with ADHD get the most out of school life.