ADHD

ADHD (attention deficit hyperactivity disorder) is a neurodevelopmental condition. It is sometimes also referred to as ADD (attention deficit disorder). Symptoms are often grouped into three areas: difficulties with attention, hyperactivity and impulsivity.

ADHD is a form of neurodiversity. This means that children and young people with ADHD think and work differently because their brains work differently. ADHD does not affect intelligence. It cannot be cured and it cannot be outgrown. Children and young people with ADHD will grow up into adults with ADHD.

Here is a video that explains a bit more about ADHD.

On this page

Types of ADHD

There are three types of ADHD.

Inattentive – This can look like your child being easily distracted, forgetful, having difficulties focusing on tasks or spacing out.

Hyperactive or impulsive – This can look like being fidgety, very energetic, impulsive, overly talkative or having racing thoughts.

Combined – This is the most common type of ADHD. It is a combination of inattentive and hyperactive or impulsive traits.

ADHD traits

ADHD has a wide range of characteristics and traits. There is no single way that ADHD “should” look. ADHD can look very different in each child. Every child is unique, so their ADHD traits will be unique too.

ADHD traits can be noticed at an early age. It is not usually possible to diagnose children with ADHD until they are around 6 years old. This is because many traits associated with ADHD can also be part of typical development in children aged 2 to 5 years old. For example, it is common for children under 5 to find it hard to sit still for long periods of time. ADHD traits often become more noticeable when children start school.

There can be differences in how boys and girls show ADHD traits. For example, boys are more likely to show hyperactivity by running around or being disruptive. In girls, hyperactivity can look like talking a lot, doodling or fidgeting in their chair.

ADHD strengths

It can be easy to focus on what your child or young person is struggling with. People with ADHD can also have many strengths. It can help to highlight your child or young person’s strengths to them.

People with ADHD can be:

  • Adaptable
  • Creative
  • Curious
  • Energetic
  • Enthusiastic
  • Empathetic
  • Flexible
  • Funny
  • Good under pressure
  • Good at lots of different skills
  • Good at making connections
  • Emotionally intelligent
  • Good at spotting patterns
  • Intuitive
  • Open to new experiences
  • Original
  • Passionate
  • Persistent
  • A quick learner
  • Resourceful
  • Resilient
  • Spontaneous

These are only some of the strengths your child or young person may have. Their strengths will be as unique as they are.

Helping your child or young person with ADHD

It can be difficult to know where to start when supporting your child or young person with ADHD. ADHD cannot be cured, but you can help your child or young person manage their symptoms.

ADHD is not managed using medication alone. Managing ADHD symptoms usually involves a combination of different elements, including:

  • Learning about and understanding ADHD (psychoeducation)
  • A whole person approach
  • Medication (if appropriate)
  • Behavioural strategies

Parenting a child or young person with ADHD

Children and young people with ADHD may need a slightly different approach to parenting because their brains work differently.

Many parenting approaches rely on children being able to:

  • Listen
  • Organise and plan ahead
  • Remember things
  • Think before they act
  • Be motivated by rewards

Children and young people with ADHD can have difficulties in some, or all, of these areas. This can make it harder for them to follow instructions and can lead to frustration for both you and your child or young person.

Small changes that can help

1. Routine, structure and consistency

Adding routine and structure to daily family life can help children and young people with ADHD manage their behaviour. Children and young people with ADHD can struggle with “in-between” times, where they do not have complete freedom (like on a playground) but also do not have clear structure (like in a classroom).

2. Clear communication

Clear communication is helpful for all children and young people and can be particularly helpful for children and young people with ADHD.

Techniques that may help include:

  • Get their attention before speaking. Try saying their name, then wait for them to look at you.
  • Be face-to-face where possible. Get down to their level by crouching so they can see you clearly.
  • Use simple, direct words.
  • Give step-by-step instructions. Writing instructions down can also help.
  • Avoid adding new instructions mid-task. This can make it harder to remember what they were doing.

3. Ignore the unimportant things

Try to be clear about your priorities and focus your energy there. If you can ignore smaller, less important irritations, you may have more energy for what matters most.

Common related areas for children and young people with ADHD

Some children and young people with ADHD may also experience other differences or difficulties. This is not because they are being difficult or lazy. These differences can be common in neurodivergent children and young people.

Executive dysfunction

People with ADHD often have difficulties with executive functions. Executive functions include focusing, planning, organising, memory, turn-taking and weighing up positives and negatives in a situation.

Hypermobility

Hypermobility is when someone has very flexible joints. It is sometimes described as being “double-jointed”. It can be caused by looser ligaments, which means joints can extend beyond the typical range.

Sensory processing differences

Sensory processing is the way our brain organises sensory information so we understand the world and can manage everyday life. For many children, sensory processing develops as part of typical development and they learn to respond to sounds, smells, touch, taste, sights and movement.

We all have sensory preferences. Some people like strong tastes and smells, while others avoid them. Some children’s sensory development is different and this can affect day-to-day life. They may find everyday activities harder. For example, they may be distressed by noise or seek extra sensory input.

Waiting for a diagnosis

We understand that waiting for an ADHD diagnosis can be frustrating. We have created a list of books, resources and organisations that can help while you wait.

Useful books on ADHD

  • The Survival Guide for Kids with ADHD by John Taylor (2013)
  • Managing ADHD in School: The Best Evidence-Based Methods for Teachers by Russell Barkley (2016)
  • Scattered Minds: The Origins and Healing of Attention Deficit Disorder by Gabor Maté (2019)
  • Fast Minds: How to Thrive If You Have ADHD (or Think You Might) (2013)

Recommended websites

More for older adolescents and adults

Medication for ADHD

Contents

ADHD can be helped using medication. Medication is not usually the first option for children and young people. Medication may be recommended when other strategies have been tried, such as extra support in school, changes to the classroom and behavioural strategies.

It can help to talk about ADHD with your child or young person and their teachers. Medication is one part of a wider plan and works best alongside other strategies and treatments.

Benefits of ADHD medication

ADHD medication is not a cure for ADHD traits and it will not change your child or young person’s personality. For best outcomes, medication should be used alongside supportive strategies and adjustments.

Studies show ADHD medications are not addictive for people with ADHD and do not cause substance misuse later in life.

ADHD medication can help your child or young person:

  • Start and finish tasks
  • Focus on tasks
  • Be more aware of their surroundings
  • Listen better
  • Reduce fidgeting
  • Be more organised
  • Feel calmer

How ADHD medications work

This video explains how ADHD brains work and how ADHD medications work.

Types of ADHD medication

There are two types of ADHD medication. Both can reduce hyperactivity and impulsivity and help your child concentrate.

Stimulants – Fast-acting medications that increase dopamine and norepinephrine levels in the brain. Effects can be felt within an hour of taking them. Stimulants are controlled medications.

Non-stimulants – These take longer to start working and need to be taken every day.

Each person’s body responds differently, so it is common to try different medications and doses to find what works best for your child.

Stimulants are often recommended first. Non-stimulant medication may be recommended if stimulants do not work, cause significant side effects or are not suitable.

Medication can be taken as an immediate-release tablet (smaller doses for shorter periods) or a modified-release tablet (a larger dose that releases throughout the day).

Taking ADHD medication

For ADHD medication to work effectively, your child will usually need to take it daily. Encourage your child to take their medication as part of a routine, such as after breakfast or after brushing their teeth.

Read the manufacturer’s information leaflet in the box. It includes a full list of side effects and guidance on whether medication should be taken before or after breakfast.

Visual reminders that may help include:

  • A checklist
  • Apps
  • Alarms
  • Pill organisers
  • Calendar reminders
  • Notes on the fridge

Side effects

All ADHD medications can have side effects. Side effects are often temporary and may be improved by changing the dose, changing the timing or switching medication.

Children and young people can experience side effects while the medication is active or as it wears off.

Side effects such as stomach pain or headaches may settle once your child’s body gets used to the medication. Some side effects may continue, but there are strategies to manage them.

Your child or young person’s growth and blood pressure will need to be monitored regularly because some medications can affect blood pressure and heart rate.

1. Difficulty getting to sleep

Difficulty sleeping is one of the most common side effects.

Strategies that may help include:

  • Keeping a consistent bedtime routine
  • Making sure their sleep environment meets their needs
  • Taking medication earlier in the morning (if it is still active at bedtime)
  • Speaking to your GP or prescribing clinician about adjusting the dose or changing medication

If medication is used to support sleep, discuss this with your prescriber. Regular review is important.

2. Loss of appetite

Loss of appetite is common. Strategies that may help include:

  • Taking medication after breakfast
  • Speaking to the prescribing clinician about adjusting the dose
  • Allowing time to see if appetite improves as the body adapts

3. Weight loss

Weight loss can happen because of reduced appetite. Strategies that may help include:

  • Taking medication after breakfast
  • Offering extra snacks in the morning or evening when medication wears off
  • Choosing higher-calorie options if needed
  • Speaking to the prescribing clinician about adjusting the dose or discussing weekend breaks (if appropriate)
  • Referral to a dietitian if needed

4. Becoming irritable, tearful or low in mood

These can be side effects. If your child becomes irritable, aggressive, tearful or low in mood after starting medication, contact your prescribing clinician as soon as possible.

If you are worried about your child or young person’s wellbeing, stop the medication and seek advice before giving the next dose.

5. Tics

Tics can develop as a side effect. If your child develops a tic while taking ADHD medication, speak to your GP or prescribing clinician.

They may:

  • Reduce the dose
  • Stop the medication
  • Restart to see whether tics return
  • Try a different ADHD medication

Side effects that need immediate action

Some side effects need urgent medical advice.

If your child or young person can feel their heart beating faster than normal or says it is racing, seek urgent medical advice.

If your child or young person is being sick every few hours or has severe stomach pain, seek urgent medical advice.

Prescription process

There is often a period of trial and adjustment to find the best medication and dose with minimal side effects.

An electronic prescription from your child’s paediatrician, clinical nurse specialist or GP will be sent to your chosen pharmacy. ADHD medication is usually prescribed monthly, so you will need to reorder each month.

Many ADHD medications are controlled medications, which means pharmacies will usually supply up to one month at a time.

We recommend ordering repeat prescriptions around 10 days before your current supply runs out. This allows time for the prescriber and pharmacy, especially if the medication needs to be ordered in.

Starting medication

When your child is first prescribed ADHD medication, they will usually start on a low dose. If medication is not working well, the dose may be adjusted or the medication changed.

While the most suitable medication is being found, prescriptions may be provided by:

It can be helpful to track how well the medication is working using a treatment response form. You can also ask your child’s teacher to complete this, as it can help the prescriber decide whether changes are needed.

When medication has been agreed

Once your child is on the right medication and dose, your GP may take over prescribing under a shared care agreement.

In some cases, the Child Development Centre may provide prescriptions for 1 to 3 months before transferring prescribing to the GP. Always allow enough time for prescriptions to be issued and for the pharmacy to obtain stock.

Please check your GP’s repeat prescription policy.

Medication monitoring appointments

While your child is taking medication, their growth and blood pressure will need to be monitored regularly because ADHD medication can affect weight and blood pressure.

The clinician at the Child Development Centre or Edwin Lobo Centre will arrange a schedule for monitoring appointments. Please make sure your child attends these appointments.

You may not always receive reminders. Please set your own reminders in your phone or calendar.

Medication breaks

Medication breaks are short periods when someone does not take their medication. They are not appropriate for everyone and depend on the child and the medication they take.

Medication breaks are used only for stimulant medications such as methylphenidate or amphetamines. Non-stimulant medications such as atomoxetine or guanfacine need to be taken every day.

If you are considering a medication break, speak to your prescriber before stopping the medication. If there has been a longer break, restarting may need a lower dose.

If your child has a medication break, tell their school or education setting so they can support your child appropriately.

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