What is Attention Deficit and Hyperactivity Disorder (ADHD)
ADHD is a neurodevelopmental condition. The term neurodevelopmental is related to the way that the brain forms and makes connections as we grow and develop and how our brain works in day-to-day life. ADHD causes children to experience patterns of inattention, hyperactivity and impulsivity. This isn’t as simple as being a bit wriggly, a bit lively or a bit impetuous now and then as we often expect developing children to be. Children with ADHD can display being inattentive, hyperactive and impulsive to the point where these characteristics interfere with their ability to complete the day-to-day activities of childhood in a typical way for their age. This can persist into adulthood.
ADHD is characterised by differences in three key areas:
- Inattention – this can be described as finding it difficult to maintain focus on a given task, finding it very easy to get distracted by the tiniest of things, finding it challenging to remember instructions or information and losing track of things such as where you have got to in a task.
- Hyperactivity – we expect children to have lots of energy, but hyperactivity goes beyond what could be described as going beyond what is usual for a child. Hyperactivity can be described as being almost permanently restless, constant fidgeting, excessive talking and challenges with remaining still.
- Impulsivity – this can present itself as acting before taking time to think of the consequences, interrupting others and difficulties with turn taking.
ADHD can present differently in different children. Your child’s ADHD may be of the predominantly inattentive presentation meaning that your child may find it difficult to remain focused but has less recognisable hyperactive behaviours. Alternatively, your child’s ADHD may be of the hyperactive-impulsive presentation meaning that they have less obvious difficulty with paying attention but have lots of energy and act quickly. It is possible that your child displays a combination of inattentive, hyperactive and impulsive behaviours. However your child’s ADHD looks, it is important to remember that your child is not displaying these behaviours on purpose. They are genuinely finding it difficult to manage.
Diagnosis of ADHD
ADHD is usually diagnosed by qualified professional using the criteria from the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) to confirm the presence of symptoms such as inattention and/or hyperactivity, which must have begun in childhood and cause significant impairment in daily life. The process for diagnosis can include interviews and the completion of questionnaires. Information may be gathered from a range of sources such as home and school to work out the impact of inattention, hyperactivity and impulsivity upon your child’s day-to-day life. Your child may also have a medical to rule out any other causes.
If your child is diagnosed with ADHD, the professional making the diagnosis will discuss what this means, what will happen next and what support is available to you.
The cause of ADHD is not always clear. It may be caused by genetic differences and often can often run in families. There are several other things that could be linked to ADHD, such as being born premature (before 37 weeks of pregnancy), having epilepsy, a brain injury or being autistic. It is important to remember that it is not because of something that you have done wrong.
Strategies for Home – Daily Living and Practical Tips
Like any child, children with ADHD will have their own unique set of strengths and differences. As you support your child it is important to keep identifying and sharing their strengths. Whilst doing this here are some supportive and practical strategies that may help. If you chose to implement any of these, think about how you can personalise them to match your child’s interests, level of development and how you can make them part of everyday life at home.
- It is important to remember that your child may find some things more difficult than other children who do not have ADHD. Try not to get angry or frustrated with them when they are experiencing difficulties.
- When giving instructions, break tasks down into smaller more manageable steps and be clear about what you would like them to do. For example, ‘First, brush your hair, next, then put on your trainers.’ rather than saying ‘get ready because we are going out.’ Ask your children to repeat the instructions back to you so you know that they have understood. You might find making a note of what you require them to do or providing a voice recording device for recording and playing back instructions helpful too.
- Be clear and consistent about behaviour that is and is not okay but remember to separate your child from the behaviour that they display. It’s okay that they’re feeling upset or overwhelmed – but it’s not okay to behave inappropriately. Help them to find safe and healthy ways to name and express their feelings.
- Build predictable routines for everyday tasks and a calendar that shows what will be happening when. This could be supported with pictures to communicate these clearly. Some children may find it helpful to have this presented as a now/next timeline. Other children find a timetable or calendar approach more supportive with a timer that gives a clear countdown.
- Support your child to develop strategies to aid their daily organisation. This could take the form of checklists, colour coded reminders using post-it notes, creating to-do lists, use of technology such as setting phone reminders, visual timetables and use of a diary.
- Allow your child time to expend excess energy. Opportunities for outdoor play involving running, climbing, bike riding or bouncing on a trampoline are supportive and fun.
- Identify a space at home that can become a calm, safe space. A pop-up tent offers a great option. Your calm and safe space could include soft, comforting items and sensory tools alongside objects that relate to your child’s personal interests. This can be somewhere they can withdraw to if they are feeling overwhelmed.
- Reduce distractions. Where possible, think about how your home can become a low arousal space when needed. Reducing sounds and fitting dimmer switches to lights can be very helpful.
Strategies for School/Educational Support
- It is important to work in work in partnership with your child’s school. Find out who the school Special Needs Coordinator (SENCO) is. This is the person that you can share any concerns that you have with and with who you can discuss the sorts of support that your child may need.
- Take time to share your understanding of your child’s strengths and differences and what works well for you at home. Encourage school to do the same. Having shared approaches will provide your child with predictability, security and comfort.
- Ask your child’s school to point you in the direction of your area’s ‘Local Offer’. This is a directory type document which details the support your local authority provides for children and young people with special educational needs.
- Explore how your child can access additional movement breaks in school.
- Discuss the need for hands on learning experiences consisting of lots of varied practical tasks.
- Talk through and practise the routines in place at school.
- Help your child be organised for the coming school day by supporting them to pack their bag the night before. Develop checklists for things such as PE Kit so that your child has the right equipment packed for the right day.
Local Resources and Support Services
There are lots of local and national resources and support services that can provide help and support for you, your child and wider family. Here are a few that you might like to explore:
Young Minds is a children’s mental health charity that advocates for improved services and provides resources for children, young people, parents and professionals. Their website contains dedicated pages for ADHD and a parents’ helpline is also available.
The ADHD UK website is a website for people with ADHD produced by people with ADHD. This contains lots of useful information including specific information about childhood ADHD. They also host support groups that are virtual or in person.
Locally, you may wish to explore:
- Parent and family support groups;
- Sensory toy lending libraries;
- Activity groups such as dancing and/or martial arts;
- Advice regarding benefits via the Citizen’s Advice Bureau;
Information about who can help is usually also available from:
- The team that made the diagnosis;
- Your GP surgery;
- Your local library;
- Your health visitor;
- Your child’s school.
You can also explore social media – there are many advocacy and support groups who post regularly on Facebook. Don’t forget about online support groups too.
You can ask your council for a carer’s assessment. This assessment aims to find out what support and/or benefits you may be able to get to help you to care for your child.
Family Support
Any diagnosis, no matter what it is, can feel scary and overwhelming especially as you learn to navigate what this means for your child and your family. That is why it is important to ask for support from trusted friends and family members when you need it.
It is important to share your child’s diagnosis with friends and family and to talk about what your child’s ADHD looks like for them and the impact that it has upon you. This will help those around you to offer support for you and your child. Don’t be afraid to be specific about what it is you need and when. They may be able to:
- Help with everyday tasks so that you can have more time to focus upon you and your child;
- Provide emotional support and care;
- Attend support group or school meetings with you to share in information gathering;
- Spend time with your child so that you can have some time for you.
This article has been written by Beccie Hawes
Beccie has worked in all aspects of Special Educational Needs including mainstream, additionally resourced provision and specialist settings. She has extensive experience as a SENCo, Inclusion Manager, Lead Local Authority SEND Advisory Teacher and has set up and led an inclusion advisory service.
Beccie is currently proud to be the Head of Service with Cadmus Inclusive, part of Cadmus Services, which is based in Walsall. This service has a national reach and actively supports schools with all aspects of providing a high quality education for vulnerable learners. Beccie is the author of ‘The Complete Dyslexia Toolkit’ and co-author of ‘Getting it Right for SEND’ and ‘How to Create the Perfect Partnership with Parents’. Beccie also writes the national Ebriefing: SEND Bitesize. She has developed a number of educational resources to support learners which schools across the UK have purchased and use. Beccie remains very ‘hands on’ in the classroom and is passionate about being at the chalk face to support teachers and children to think differently for a brighter tomorrow. She is also the mum to four boys and a dog.
A Note To You
Dear parent (I’m sorry that I don’t know your name),
ADHD is a journey with many highs and mixed feelings to deal with along the way. There will be days when you think you have cracked how to support your child in managing their ADHD and days in which the battle feels like it is going up a very steep hill. Please remember that you are not a lone traveller on this journey. There are lots of families on the same path and you are all doing the best you can to support and care for your child.
Here are two pieces of advice: 1 – your child is a unique and wonderful human being. Take time to celebrate their strengths, gifts and talents especially when it feels like a difficult day. 2 – be kind to yourself – take time for you. You are doing the very best you can to raise your child without an instruction manual. You cannot pour from an empty cup so find ways to keep your topped up!
Take care – you’ve got this!
Beccie x
