ADHD and School
How to Work with UK Teachers and SENCOs
How to Work with UK Teachers and SENCOs
Navigating the school system with a child who has ADHD (Attention Deficit Hyperactivity Disorder) can feel overwhelming for many parents. At Atypically, we specialise in helping families across the UK access private ADHD assessments, so they can get the right support for their children as soon as possible. But once you have clarity on whether your child has ADHD, what comes next? One of the most important steps is working closely with your child’s school, particularly with their teachers and the Special Educational Needs Coordinator (SENCO).
This comprehensive guide explains how ADHD presents in the classroom, how parents can work effectively with teachers and SENCOs, and what support options are available in UK schools. It also includes practical tips and links to trusted UK-based organisations offering further help.
ADHD affects attention, impulse control, and in some cases, hyperactivity. Children with ADHD often face challenges in school, such as:
- Difficulty concentrating on tasks
- Struggling with organisation and time management
- Impulsively calling out or interrupting
- Forgetting homework or instructions
- Becoming easily distracted
- Struggling with friendships and peer relationships
These challenges are not a sign of laziness or disobedience. Instead, they reflect how ADHD affects brain functioning. Teachers and parents working together can make a huge difference in helping children thrive at school.
Teachers are on the front line of your child’s daily life at school. Their understanding of ADHD and their willingness to adapt the learning environment is crucial. Here’s how they can support children with ADHD:
Structured Routines: Children with ADHD benefit from clear schedules and predictable classroom structures.
Positive Reinforcement: Praise and rewards for effort, rather than only focusing on mistakes, helps build confidence.
Clear Instructions: Breaking down tasks into manageable steps reduces overwhelm.
Flexible Seating: Allowing children to sit near the front, away from distractions, can help with concentration.
Movement Breaks: Short, structured breaks can help manage restlessness.
Teachers do not always receive specialist ADHD training, so parents play a vital role in sharing strategies that work for their child.
Every school in the UK is required to have a Special Educational Needs Coordinator (SENCO). The SENCO is responsible for ensuring that children with additional needs, including ADHD, receive the right support. Their role includes:
- Coordinating assessments and support plans
- Liaising with parents, teachers, and external professionals
- Overseeing the school’s SEND (Special Educational Needs and Disabilities) provision
- Helping to create and review Individual Education Plans (IEPs)
- Advising teachers on strategies and interventions
The SENCO can be your strongest ally within the school system. Establishing a good relationship with them is essential.
1. Build Positive Relationships
Approach meetings with teachers and SENCOs as a partnership. Rather than focusing solely on problems, share what works well for your child at home. This builds trust and encourages collaboration.
2. Share Your Child’s Needs Clearly
Provide teachers and the SENCO with any reports from your ADHD assessment. Highlight specific difficulties (e.g., distractibility, organisation) and share strategies that support your child’s learning.
3. Ask for an Individualised Support Plan
Children with ADHD may benefit from an Individual Education Plan (IEP) or SEN Support Plan. These documents set out the specific strategies and accommodations the school will provide. Ask for regular reviews and updates.
4. Encourage Open Communication
Establish how you’ll stay in touch—whether through a home-school diary, emails, or termly meetings. Consistent communication helps everyone stay on the same page.
5. Advocate Without Conflict
It can be frustrating if you feel the school isn’t doing enough. Try to remain calm and constructive in meetings. Focus on solutions rather than blame.
Depending on your child’s needs, there are different levels of support available:
Classroom Adjustments: Simple strategies such as seating plans, extra time for tasks, or fidget tools.
SEN Support: Extra help coordinated by the SENCO, often with input from teaching assistants.
Education, Health and Care Plan (EHCP): A legal document for children with more complex needs, outlining the extra support they must receive. Parents can request an assessment for an EHCP via their local authority.
For more details on the EHCP process, visit IPSEA (Independent Provider of Special Education Advice).
Many schools have strict behaviour policies, which can create challenges for children with ADHD. For example, they may be penalised for talking out of turn, fidgeting, or forgetting homework. If you feel the behaviour policy is unfairly impacting your child, raise this with the SENCO. Schools are required under the Equality Act 2010 to make reasonable adjustments for children with disabilities, including ADHD.
Consistency between home and school is key. Here are some strategies parents and teachers can align on:
Homework Support: Use checklists and timers to break homework into manageable chunks.
Visual Aids: Visual schedules at home and in school can help children stay on track.
Reward Systems: Both home and school can use similar rewards for positive behaviour.
Mindfulness or Relaxation Techniques: These can help children manage stress and regulate emotions.
There are several excellent UK-based organisations offering advice, resources, and advocacy for parents of children with ADHD:
ADHD Foundation – A leading UK charity offering resources and training.
YoungMinds – Support for children’s mental health and wellbeing.
ADDISS – The National ADHD Information and Support Service.
Contact – Support for families with disabled children, including those with ADHD.
IPSEA – Free, independent legal advice for parents navigating SEND law.
At Atypically, we understand the challenges families face when trying to get timely ADHD support. Waiting lists for NHS ADHD assessments in the UK can be years long. That’s why we connect parents with private ADHD assessments, helping children access the right support sooner.
We believe that early identification and collaboration between parents, schools, and professionals are the foundation for a positive educational journey. By working hand in hand with teachers and SENCOs, you can ensure your child with ADHD receives the support they need to succeed at school.
ADHD can bring real challenges in the classroom, but with understanding, structure, and cooperation, children can thrive. Teachers and SENCOs are key allies, and parents play a crucial role in building bridges between home and school.
If you are seeking clarity about whether your child has ADHD and want faster access to support, Atypically can guide you through the process of booking a private ADHD assessment in the UK. Once you have answers, working with your child’s teachers and SENCO will be a much smoother journey.
Written by Ben Friedman, Founder of Atypically.
Ben has years of first hand experience as a father of an autistic son and a SEND advocate. All content is thoroughly researched to help parents to be as informed as possible when navigating private assessments and meaningful interventions for their neurodiverse children. Ben also holds a CPD Accredited Certification in the Treatment and Management of Additional Needs Children with Neurodevelopmental Disorders.
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