ADHD & School

Understanding ADHD in Education, School Support, Reasonable Adjustments, Attendance, Behaviour, Mental Health & Family Guidance

Attention Deficit Hyperactivity Disorder (ADHD) is a
neurodevelopmental condition that affects attention, impulse control, activity levels and executive functioning. Every child or young person with ADHD is different. Some may mainly experience inattention,
others hyperactivity and impulsivity, while many experience a
combination of both.

Children with ADHD can thrive in education when their strengths are recognised, barriers are understood and appropriate support is put in place. Schools have duties to identify and support Special Educational Needs (SEN) and, where ADHD meets the legal definition of a
disability, to make reasonable adjustments under the Equality Act 2010.

This guide provides practical information for children, young people, parents, carers and professionals about ADHD in education, legal rights, evidence, advocacy and support.

Understanding ADHD

ADHD affects how the brain regulates attention, organisation, self-control and activity.

Some children may experience:

Difficulty concentrating
Forgetfulness
Losing equipment
Impulsivity
Restlessness
Difficulty waiting
Emotional regulation difficulties
Organisation problems
Time management difficulties
Executive functioning challenges

Many children with ADHD also have significant strengths, including:

Creativity
Problem-solving
Energy and enthusiasm
Curiosity
Hyperfocus on areas of interest
Resilience
Innovative thinking

Support should focus on both strengths and individual needs.

Useful resources:

ADHD and Learning

Children with ADHD often want to learn but may find it difficult to consistently demonstrate what they know because of difficulties with attention, working memory or executive functioning.

Challenges may include:

Following multi-step instructions
Starting tasks
Completing work
Organisation
Managing time
Remembering homework
Concentrating in busy classrooms
Switching between activities

Helpful classroom approaches may include:

Clear routines
Short, simple instructions
Visual timetables
Breaking work into smaller tasks
Frequent check-ins
Positive reinforcement
Movement opportunities
Organisational support
Flexible seating where appropriate

School Support

Schools should identify needs early and provide appropriate support through the graduated Assess–Plan–Do–Review approach.

Support may include:

SEN Support
Individual learning plans
Pastoral support
Small group interventions
Behaviour support
Learning mentor
Executive functioning strategies
Educational psychology involvement
Mental health support
Family liaison

A formal ADHD diagnosis is not required before a school provides SEN Support if a child has identified educational needs.

Reasonable Adjustments

Where ADHD amounts to a disability under the Equality Act 2010, schools have a legal duty to consider reasonable adjustments to prevent substantial disadvantage.

Possible adjustments include:

Classroom Support

Preferential seating
Reduced distractions
Visual prompts
Written instructions
Task checklists
Chunked learning

Organisation

Homework reminders
Colour-coded resources
Organisers
Extra planning time

Behaviour Support

Positive behaviour strategies
Calm communication
Predictable routines
Planned movement breaks
Quiet regulation spaces

Assessment Support

Rest breaks
Extra time where appropriate
Separate room
Assistive technology
Exam access arrangements

Adjustments should always be personalised to the child's needs rather than based solely on a diagnosis.

ADHD, Behaviour and School Policies

Children with ADHD may sometimes struggle with:

Waiting their turn
Calling out
Emotional regulation
Impulsive behaviour
Organisation
Forgetting rules
Completing work

Behaviour linked to ADHD should not automatically be viewed as deliberate defiance.

Schools should consider:

Whether SEND has been identified
Whether reasonable adjustments are in place
Whether behaviour reflects unmet needs
Whether additional support is required

Schools should take account of equality duties when considering sanctions or exclusions for behaviour related to disability.

ADHD and Attendance

Some pupils with ADHD experience attendance difficulties due to:

Anxiety
School-related stress
Bullying
Sensory overload
Emotional dysregulation
Sleep difficulties
Mental health needs

Support may include:

Attendance plans
Flexible support
Wellbeing interventions
Mental health referrals
SEND reviews
Early Help services

Attendance concerns should be explored with an understanding of underlying causes rather than focusing only on absence figures.

ADHD and Mental Health

Children with ADHD may also experience:

Anxiety
Low mood
Low self-esteem
Emotional dysregulation
Sleep difficulties
Burnout
Social challenges

Schools should consider the child's overall wellbeing alongside academic progress.

Useful resources:

ADHD and EHCPs

Some children with ADHD have their needs met through SEN Support.

Others with more complex or long-term needs may require an Education, Health and Care Plan (EHCP) if support beyond the school's ordinary resources is necessary.

An EHCP may include:

Specialist teaching
Educational psychology input
Occupational therapy
Speech and language therapy (where relevant)
Emotional wellbeing support
Behaviour support
Specialist placement where appropriate

Useful resources:

Working with School

Good communication between home and school is important.

Parents and carers may wish to:

Meet regularly with the SENCO
Share information about strengths and challenges
Agree reasonable adjustments
Review progress regularly
Keep written records
Raise concerns early
Ask for support plans in writing

Children and young people should also be involved in decisions affecting their education whenever appropriate.

Bullying

Children with ADHD may be at greater risk of bullying because of differences in behaviour, attention or social interaction.

Schools should:

Take concerns seriously
Investigate promptly
Follow anti-bullying policies
Protect the child from victimisation
Consider whether additional support is needed

Parents should report concerns in writing and keep copies of correspondence.

Supporting Learning at Home

Parents and carers can help by:

Using predictable routines
Breaking homework into smaller steps
Allowing movement breaks
Using visual reminders
Praising effort and progress
Keeping communication positive
Working with the school on shared strategies

Consistency is often more effective than perfection.

Legal Rights

Children with ADHD may have rights under:

Equality Act 2010
Children and Families Act 2014
SEND Code of Practice
Human Rights Act 1998
Education legislation
Data protection legislation

These rights may include:

SEN Support
Reasonable adjustments where legally required
Protection from disability discrimination
EHCP assessment where appropriate
Fair admissions
Participation in educational decisions
Protection from unlawful exclusion
Access to complaints and appeals

Useful resources:

Evidence Standards

Good evidence can help when requesting support, reasonable adjustments or an EHCP.

Useful evidence includes:

School reports
Attendance records
Behaviour records
Parent diary
Medical reports
ADHD assessment or diagnosis (where available)
Educational psychologist reports
Emails and correspondence
Meeting notes
Homework examples
Records of support already provided

Evidence should clearly explain:

The child's needs
Educational impact
Strategies already tried
Outcomes achieved
Adjustments requested
Why additional support is needed

A diagnosis can be helpful evidence, but schools should consider educational needs even where a diagnosis is still being assessed.

Accountability & Complaints

If concerns remain unresolved:

Step 1

Speak with:

Class teacher
Form tutor
SENCO
Pastoral lead

Step 2

Request written responses.

Step 3

Use the school's complaints procedure.

Step 4

Contact the local authority where appropriate.

Step 5

Appeal SEND decisions through the SEND Tribunal if applicable.

Step 6

Seek independent advice.

Useful organisations:

Advocacy & Independent Support

Families may find support from:

Quick Help Directory

ADHD Information

SEND & Education

Legal Rights

Independent Advice

Mental Health

Key Message

Children and young people with ADHD can achieve and succeed when schools understand their individual needs and provide timely, appropriate support. Good communication between families and education providers, personalised strategies, reasonable adjustments where required and early intervention can significantly improve learning, wellbeing and participation. If support is not meeting a child's needs, families have the right to ask questions, request reviews, keep evidence and use complaints or appeal processes where appropriate.