Signs a child might have ADHD include difficulties with inattention, hyperactivity, and impulsivity.
These symptoms can manifest in various ways, such as difficulty concentrating, being easily distracted, fidgeting, talking excessively, interrupting others, and having trouble waiting their turn.
If you’re worried that ADHD may be affecting a child in your class, talk to the school’s special educational needs co-ordinator (SENCO).
The SENCO can discuss the issue with the parents, arrange for support in the classroom or with homework, or ways to help with building confidence and friendships.
Children with ADHD may often have other conditions too, such as depression, anxiety or addictions, or a learning difficulty such as dyslexia.
Perhaps you’re a parent whose child lives with ADHD?
We have more films for you in our “Attention Deficit Hyperactivity Disorder (ADHD) in young children” playlist.
These films range from how teachers and carers can help support children who may be experiencing ADHD to hearing from families’ first-hand experiences.
ADHD Films for teachers
If you’re a teacher or someone who works with young children you can find more information and inspiration here:
ADHD Tips for Teachers of Young Children Playlist
Our films range from tips for teachers in the classroom can use if their students are experiencing symptoms of mental illness, neurodiverse or neurodevelopmental issues, to handling disclosures from children, anxiety about covid or going back to school. We also have short films with tips on how to help children look after their mental health.
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In a recent Nip in the Bud podcast interview, expert educator and author Rachel MacFarlane shared her insights on what it takes to build a truly great, inclusive school culture. Driven by the belief that education can transform lives and create a more equitable society, she provided a clear roadmap for teachers and school leaders. She develops inclusivity of vulnerable children by using the word ‘underserved’ rather than ‘disadvantaged’, bringing the onus of change on adults in positions of care, to create a sense of possibility and hope for what can be achieved.
