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Attention Deficit Hyperactivity Disorder (ADHD) is a common neurodevelopmental condition that affects how the brain manages focus, planning, organisation, and self-control. These are known as executive function skills.
People with ADHD often find it more challenging to concentrate, stay organised, follow instructions, or manage their impulses. However, every individual with ADHD is different, with their own unique combination of strengths and difficulties. For some, hyperactivity is very noticeable, while for others, the main struggles may be related to attention or impulse control.
ADHD is usually described using three core features: Inattentiveness, impulsivity and hyperactivity. We will go into more detail in the next section.
The intensity and impact of these traits can vary widely from person to person, and they can change over time or in different settings such as home, school, or work.
It’s estimated that about 4% of children in the UK have ADHD, and around 3–4% of adults. While ADHD can make daily life more challenging, many people with the condition are highly creative, energetic, and resourceful. With understanding and the right support, individuals with ADHD can thrive and make the most of their unique abilities.
ADHD is usually first noticed in childhood, often before the age of 12, but it can be identified later. Sometimes not until a young person reaches their teens or adulthood. Increasing awareness means more adults are now being diagnosed too.
The main features of ADHD are:
Inattentiveness: having trouble concentrating, following instructions, or staying organised
Hyperactivity: feeling restless and needing to move or talk constantly
Impulsiveness: acting quickly without thinking about the consequences
Not every child with ADHD will have all of these traits. For example, some mainly struggle with focus and organisation, while others are more obviously restless or impulsive.
There are three types of ADHD:
Inattentive Type (sometimes called ADD): mainly trouble focusing and paying attention
Hyperactive-Impulsive Type: mainly high energy and impulsive behaviours
Combined Type: a mix of inattentive and hyperactive-impulsive traits
It’s also quite common for children with ADHD to experience strong emotions and find it harder to control them. Many children with ADHD may also have other conditions, such as anxiety, autism, or learning differences.
ADHD in Boys and Girls
ADHD affects boys and girls about equally, but the signs can look different. Girls are more likely to have the inattentive type, which may not be as obvious, so their difficulties can sometimes be missed.
How Can ADHD Affect Daily Life?
ADHD can make everyday things—like getting ready for school, keeping up with homework, or making friends—more challenging. But every child with ADHD is unique and, with understanding and the right support, can flourish and find their own path.
It is normal for many children to go through stages of being restless, distracted, or energetic. This is a typical part of growing up and does not necessarily mean a child has ADHD.
However, if you notice that your child’s behaviour is noticeably different from most children their age, such as struggling to focus, being unusually impulsive, or finding it very difficult to stay calm or organised, it’s a good idea to raise your concerns. Start by talking to your child’s teacher, the school’s special educational needs co-ordinator (SENCO), or your GP. They can help look at what support might be helpful and whether further assessment is needed.
For more information on ADHD assessment for children and young people aged 6 to 18 years, please visit the ADHD team page on the Berkshire Healthcare website.
Please note that referrals to CAMHS for ADHD assessment are only accepted for children who have reached their 6th birthday. Click here
If you are an adult who was not diagnosed with ADHD as a child, but think you may have the condition, it is also sensible to speak to your GP. They can offer advice and discuss next steps for assessment. Click here
Please read the information below from Berkshire Healthcare NHS Foundation Trust if you are wondering if a child or young person may benefit from an assessment for ADHD. This will guide you through the best way to help the child or young person.
They are an experienced multi-disciplinary team made up of consultant psychiatrists, speciality doctors, clinical nurse specialists, non-medical prescribers, assistant psychologists, and children’s wellbeing practitioners.
The assessment
An assessment usually takes place over two appointments. One appointment is to complete a computer-based task which takes around 15-20 minutes to complete. The other is an appointment with an ADHD clinician which takes around 1 ½ hours. Before the assessment they will also gather some additional information from home and from school which will help streamline the assessment process and mean that they can make a decision as quickly as possible.
Not everyone referred will get a diagnosis of ADHD. Some things which may look like ADHD can often be due to other things and the clinician will consider any other support the young person may need.
When they make a diagnosis of ADHD they will offer recommendations on how to support the young person with their ADHD. This will include a discussion about whether a trial of medication might be appropriate. However, medication will not be suitable for all and would be considered for moderate to severe impact of ADHD. Generally other forms of support should be in place first at school and at home before medication is trialled.
What happens after the assessment
They will discuss the outcome of the assessment with both you and your parent/carer. You may receive individual support to help you manage difficult feelings or behaviours. It may be that your parent/carer finds behavioural support in the form of parenting interventions helpful. This may vary according to your local authority.
If it is felt appropriate you may be offered a trial of medication. This may help young people with severe ADHD concentrate, focus, and think about things before doing them. There are different types of medication, with different effects and strengths. They will discuss these with you and your parent/carer to make sure they are the best fit for you. Once we have found a helpful routine of medication, a clinician from our team will check how you are getting on every six months.
For more information and advice please click on the following link :
https://cypf.berkshirehealthcare.nhs.uk/adhd-and-autism-neurodiversity/adhd/
NICE guidance describes the standards expected for assessment, treatment and management of ADHD. Click here
Key considerations when requesting a right to choose referral
While shorter wait times with RTC providers may be tempting, it’s important to take several factors into account:
Frequently Asked Questions (FAQs)
When does the right to choose apply?
You can exercise your right to choose when:
When does the right to choose not apply?
The right to choose does not apply if:
Does RTC cover the cost of medication? (ADHD Only)
Some providers offer assessments only. If medication is prescribed:
Can RTC be used for a second opinion after a previous assessment?
Any subsequent referral is at your GP’s discretion based on clinical need and new symptoms or evidence. Second referrals are generally considered only if there are substantial new reasons for re-evaluation. Understanding your Right to Choose is vital for accessing timely and appropriate care. Doing thorough research, confirming with your GP, and knowing the limits and responsibilities involved helps ensure the best outcome for you or your child.
The National Institute for Health and Care Excellence (NICE) recommends a range of supportive approaches for children and young people with ADHD. The aim is to help each child thrive by building on their strengths and providing positive, individualised support.
The first steps usually involve giving families and young people clear, accessible information about ADHD, and offering practical advice on positive parenting strategies. Programmes for parents and carers may be suggested, especially for younger children or when extra support is needed at home or school.
For some children and young people, if their ADHD symptoms continue to cause significant difficulties after trying these approaches, medication may be considered. Any decision about medication should be based on a careful discussion involving the young person, their family, and a specialist, making sure everyone understands the benefits, possible side effects, and the need for regular reviews and monitoring. Medication is not the first step for children under five.
NICE also highlights the benefits of a healthy lifestyle, recommending a balanced diet, good nutrition, and regular exercise as valuable for all children and young people.
For young people who benefit from medication but still face challenges, evidence-based talking therapies such as cognitive behavioural therapy (CBT) may also be helpful, particularly for building social skills, self-confidence, or managing particular concerns.
Connecting with others who understand ADHD can make a huge difference. Support groups and peer networks offer valuable ideas and reassurance for families and children, providing a sense of community and shared experience.
Most importantly, having ADHD should never limit a child’s potential or self-worth. With understanding, respect, and the right support, children and young people with ADHD can develop their skills, flourish in their own ways, and achieve their hopes and ambitions.
When talking to a child about their ADHD diagnosis, it’s important to be honest, reassuring, and positive. Explain ADHD in a way they can understand, focusing on how their brain works differently and the ways they can get support. Use age-appropriate language, provide positive examples of people with ADHD, and reassure them that the diagnosis doesn’t change how much you love them.
Preparation is Key:
Having the Conversation:
After the Conversation:
Start with open communication. Arrange to meet your child’s class teacher and the special educational needs coordinator (SENCO) to share information about your child’s strengths, interests, and individual needs. Emphasise what helps them succeed at home as well as any strategies that have not worked.
Work in partnership. Let the school know you value a team approach and are willing to collaborate on support plans, reviews, and sharing of progress. Regular check-ins help make sure everyone is on the same page.
Emphasising Strengths and Individuality
Advocate for a strengths-based approach. Encourage teachers to focus not only on where your child struggles but also on what they enjoy and do well. This helps your child feel understood and valued for who they are.
Share practical examples. Let school staff know which routines, teaching methods, or classroom adaptations have made the biggest difference for your child.
Understanding and Using Support
Explore reasonable adjustments. Schools can make simple changes, like providing movement breaks, sensory support, or access to quiet spaces to help your child participate and learn.
Find out about special arrangements for exams and assessments. If your child is sitting GCSEs or A levels, ask about the available access arrangements, such as supervised rest breaks, the use of a reader, extra time, and technology support.
Encouraging Positive Self-Advocacy
Help your child to express themselves. Encourage them to share with school staff what helps them learn, or how they feel about certain classroom situations. Where appropriate, help your child practise ways of asking for help or communicating their needs.
Continuous Support and Next Steps
Keep the conversation ongoing. As your child grows and their needs change, continuing the dialogue with teachers and the SENCO ensures support can be adapted and keeps your child’s voice at the centre.
The SENCO at school will be able to advise as each school must follow national guidance on the inclusion of children and young people with ADHD in schools and further educational settings.
Living with ADHD provide tips for teachers about how to take a strength-based approach to supporting young people in school. This will involve staff talking to parents and finding out about the young person’s strengths when they are at home and in school.
The Joint Council for Qualifications notes that there are special arrangements for teenagers diagnosed with ADHD who are sitting GCSE or A levels. These include:
supervised rest breaks
a prompter
separate invigilation in another room
extra time
a reader
a tablet/laptop/computer
a scribe
coloured overlays (for those who find this makes print clearer)
Berkshire Healthcare Children, Young People and Family services website have some useful ideas about how schools can support your child.
East Berkshire services
Berkshire Healthcare Foundation NHS Trust ADHD team for children and young people Click Here
Berkshire Healthcare Foundation NHS Trust ADHD team for adults Click Here
Parenting Special Children; provide specialist parenting support to parents and carers of children and young people with Special Needs, so that they can create positive change in their lives Click Here
Bracknell Forest SEND Local Offer: a guide to services available for children and young people in Bracknell Forest with special educational needs and/or disabilities aged from birth to 25. Click Here
Bracknell Forest Information and Advice Service: provides confidential and impartial advice and information to support parents or carers and children and young people who have, or may have, Special Educational Needs and Disabilities (SEND) in Bracknell Forest by Click here
RBWM SEND Local Offer: provides information on local services and support available for families including children and young people aged 0 – 25 years with special educational needs or disabilities Click Here
RBWM Information and Advice Service: free, impartial and confidential information, advice and support to children and young people with Special Educational Needs and Disabilities (SEND) up to age 25, and their parents/carers. Click Here
Slough SEND Local Offer – information and advice for children and young people with Special Educational Needs and Disabilities (SEND) and their families about education, health, social care and other services in Slough Click Here
Slough SENDIASS – Information Advice and Support Service: a confidential and impartial support and advice service for parents, carers and children and young people (aged up to 25 years) on issues to do with special educational needs and disabilities and needs of children/young people with special needs. Click Here
AADD-UK – Site for and by adults with ADHD: raising awareness of ADHD in adulthood Click Here
ADDISS – Attention Deficit Disorder Information and Support Service: information and resources about Attention Deficit Hyperactivity Disorder to anyone who needs assistance – parents, sufferers, teachers or health professionals Click Here
ADDItude a US online magazine for young people and adults with ADHD, parents, professionals Click Here
ADHD Foundation: an integrated health and education service offering a unique lifespan – strength based service, for the 1 in 5 people who live with ADHD, Autism, Dyslexia, Dyspraxia, Dyscalculia and Tourette’s syndrome. Click Here
ADHD Wise UK – Information, support and resources for ADHD for people with ADHD, parents and professionals: set up by adults who are diagnosed with ADHD themselves and use it to good effect, to ‘promote positive outcomes’ for those with ADHD Click Here
ADHD and You – ADHD information website for parents and carers, young people, adults, and professionals with tips and downloadable resources Click Here
CHADD Children and adults with attention deficit/hyperactivity disorder Click Here
NHS Choices: overview of Attention Deficit and Hyperactivity Disorder Click Here
UK ADHD Partnership: video resources and support groups for parents and professionals Click Here
National links for disability
Cerebra – children with a brain condition: advice and support on subjects including education, Disability Living Allowance (DLA), toilet training and sleep Click Here
Chatterpack – a voluntary-run, special educational needs and disabilities hub free SEND resources for families, schools and other professionals Click Here
Choice Support – social care charity working across much of England to provide the best possible support to people with learning disabilities, autism and mental health needs Click Here
Contact – for families with disabled children: supporting families with the best possible guidance and information Click Here
Disability Law Service – free advice via information, factsheets, training courses and telephone and written advice in areas relevant to people with disabilities and their carers Click Here
IPSEA – Independent Provider of Special Education Advice: information and training on the support disabled children are legally entitled to at school, including Education Health and Care Plans (EHCPs) Click Here
Mencap – The Voice of Learning Disability: information about learning difficulties and learning disabilities related to autism, Down syndrome and other conditions Click Here
Sibs – for siblings of disabled people: Sibs aims to enhance the lives of siblings of disabled people by providing them with information and support, and by influencing service provision throughout the UK Click Here
Sunflower – Hidden Disabilities: information about Sunflower lanyards, increasingly used to discreetly indicate to people around you including staff, colleagues and health professionals that you have a hidden disability and you may need additional support, help or more time Click Here
Eric – treatment, prevention, causes, types and living with continence issues Click Here
Ways Into Work – Supported Employment, Supported Internships, Recruitment and Workplace Support for disabled people Click Here
ACAMH – Association for Child and Adult Mental Health: online portal with professional seminars on topics related to autism and ADHD Click Here
Anxiety UK: supporting people with anxiety, stress, anxiety-based depression or a phobia with downloadable guides and online or helpline support Click Here
CALM – Campaign Against Living Miserably (mental health support for men): a free and confidential helpline and webchat – 7 hours a day, 7 days a week for anyone who needs to talk about life’s problems Click Here
Childline: support for children’s metal health online and by telephone Click Here
Family Lives – supporting parents and families in crisis: family support services offered through helpline, and offering tailored support around issues such as bullying, special educational needs, and support for specific communities Click Here
Harmless – Self Harm Support: a national voluntary organisation for people who self-harm, their friends, families and professionals Click Here
Mental Health Foundation: aims to find and address the sources of mental health problems so that people and communities can thrive, to help people understand, protect and sustain their mental health Click Here
Mind – mental health charity: provide advice and support to empower anyone experiencing a mental health problem Click Here
The Samaritans: 24 hours a day suicide prevention support online or by telephone Click Here
Young Minds: fighting for children and young people’s mental and emotional health. Support for parents and carers as well as young people Click Here
Emotionally Related School Avoidance (ERSA) sometimes called Emotional Based School Avoidance (EBSA) is when a child or young person finds it difficult to go to school because of strong emotions or worries. This isn’t just about “not wanting” to go to school. Instead, it’s usually because something feels overwhelming for your child, whether it’s things happening at school, at home, or in their wider life.
ERSA can sometimes be hard to notice at first. Some children might still go to school but feel very anxious and find it difficult to cope, while others might avoid school completely for a long time. The early signs are often small and easy to miss, but they show that a child might be vulnerable. If the early stages are missed, the problems can become worse. It’s important to remember that most children and young people with ERSA really want to go to school; they just struggle with feelings of anxiety and don’t always know how to handle them.
Rising Absence and the need for support
The 2022 Attendance Audit by the Children’s Commissioner revealed that in Autumn 2021, 1 in 4 children were identified as persistently absent from school. In comparison, the rate in 2018/2019 was 1 in 9—this shows a significant increase in persistent absence over a short period.
The ERSA Toolkit
To address these challenges, an ERSA guidance and toolkit has been created and distributed to all schools across the Royal Borough of Windsor and Maidenhead. This toolkit is designed to help schools provide early intervention and support for students experiencing ERSA.
Key features of the toolkit include:
A graduated response guide to determine the best resources, actions, and referrals at different stages and severity of ERSA.
Practical strategies for early recognition and support to help children re-engage with school.
A clear framework for communication between schools, families, and external professionals.
If you are a parent or carer concerned about school avoidance in your child, or a professional looking for resources, the guidance and ERSA toolkit can be invaluable aids in shaping the right support and ensuring every young person has the best possible chance to attend and thrive at school.
Here are some helpful links:
IPSEA- Click here
Not fine in school- Click here
Pookynight smith- click here
