ADHD help

[JungleAll]

Recent ADHD parent, looking for ways in which school might make reasonable adjustments for children with ADHD.

I’ve looked at a few websites which suggest things I cannot believe a mainstream school would adjust, such as little to no homework (how's that going to work for CGSE's later on?) or timing take out of class for extra breaks (where do they go and how do they return without huge loss to learning and class disruption?).

I also learned some idea that would REALLY help, and realise I'm such a novice here, I need a crash course in ADHD so my child doesn't needlessly suffer any further.

So I came here, to trusted Mumsnet, to ask around.

Support is based on needs rather than diagnosis, so if you explain what DC is struggling with, there may be some suggestions. What works for one child, another won’t need. For example, some may need a standing desk, others won’t. Some may need noise cancelling headphones, others won’t. Some may need 1:1, others won’t…

Removing or adjusting homework demands is a fairly common reasonable adjustment in schools. Some reduce the amount to only the basics or core subjects. By GCSEs, some no longer need the adjustment or can cope with completing some homework at a homework club. Those who do still need the adjustment sometimes have a reduced number of GCSEs and complete any homework that is essential then.

Movement breaks are another common adjustment. Where they go depends on the student and the school. For some DC, 2 mins just outside the classroom is sufficient. For others they go to the SEN base/outside/library/sensory room if there is one/nurture room/pastoral office/medical room… If movement breaks are needed, done correctly they are increase learning time because the pupil can rejoin the lesson rather than reach the tipping point which may see them leave/removed from the whole lesson and maybe subsequent lessons. A movement break carried out correctly is less disruption than a child reaching meltdown or self harming.

Thank you for your reply. I take your point about it needing to be Taylor made, but I suppose it feels a bit like asking a trainee to tell you what they need training in. If they knew they probably wouldn't need to ask! When I read some websites about various types of help that might be possible, it was like ticking off a shopping list: need this/don't need that. But the logistics of it remains a mystery so I thought it might help to talk to other people who have some knowledge or experience.

Interesting your point about GCSE's and possibly not needing less homework by then. I’ve seen that happen with asd and am encouraged that it's possible to happen also with adhd. I hadn't realised that.

I suppose it feels a bit like asking a trainee to tell you what they need training in. If they knew they probably wouldn't need to ask!

Not really. It is like asking a trainee what their experience/strengths/weaknesses are so you can personalise any training to meet their needs. You asked about provision. I replied, asking about needs. They aren’t the same thing. Someone could know their child’s needs, but not know what provision would help. For example, someone might know DC struggles with remembering the teacher’s instructions and, as a result, isn’t completing tasks. The provision could be making sure the teacher breaks the task down into step by step instructions, giving DC one step at a time, checks their understanding individually after giving the whole class input, provides DC with a checklist to tick off after doing a step.

Because provision is based on needs, if you don’t already know DC’s needs, I would start by working on that rather than trying to come up with a long list of provision that may or may not work or may be harmful.

I can see why that would work for you but for me it's the other way around. I have neurological memory issues which probably affects how I go about this.

I fear I would miss vital parts, or assume it's 'normal' because we are accustomed to struggling with it (it's always been this way, type thing).

There's something helpful about seeing a list of adhd issues and workarounds that enables me to mentally tick off what's going on with us here. Otherwise it's like packing a suitcase for a holiday. If you have executive functioning/memory issues then a checklist is a God-send. If you go by relying on yourself to remember all that you need, you'll likely turn up at your holiday destination without obvious stuff like underwear or a toothbrush!

ADHD provision is an ongoing journey, so don't worry about getting it all right in one go. If you, to stick with your example, forget to pack the tooth brush, you can always add it later. So the best thing is to develop a good relationship with the Senco and your dc's teachers, and of course with your dc, so that you can regularly discuss and review things that work and don't work. Personally I'd definitely think that for ADHD or ASD fewer subjects (5 to 8) done well is better than 10 that lead to overwhelm and burn out. E.g. my dc have no interest in and struggle with foreign languages, so I see no point burden them with it. Neurodivergent children do use up more energy throughout the school day, so on the whole need to compensate by reducing the amount of subjects/homework and building in breaks throughout the day, especially if there are sensory issues. After school, my dc just needs to veg, there is no way I get them to do anything without meltdowns. So we are doing all our homework on the weekends, and revision throughout the holidays. You could ask teachers that your dc completes their homework on the weekends and hand it in on Mondays, if they struggle at home. Schools are required by law to spend extra time and money on SEND provision, so they will sort the logistics. My dc e.g. is severely dispraxic so wouldn't survive contact rugby. During games, a teacher takes him out to do some gentle excercises in the playground 1:1 and then he sits in the office doing homework or reading, and during some other sports lessons he has 1:1 lessons in touch typing as that's essential for him to master as he struggles with hand writing. For his ADHD he wears headphones, sits at the front, teachers know not to give detentions when he doesn't understand and follow instructions and looks absent minded but to repeat in simple ways and to regularly check in with him/prompt him. That could also be done by a TA and if a dc's needs are more severe an EHCP should specify a 1:1 TA. While school has definitely tried hard to accommodate my dc, we are going to switch to online school next term which has already helped so many ADHD dc I know (and ASD sibling) as recorded lessons and online teaching material means that if they lose focus or need more time to process, they can pause and go back in their own time. I wish schools still had textbooks. I never had a problem in school despite having been a daydreamer because our teacher basically read out the textbook chapter for the day, so I always could catch up in my own time. Nowadays, if a dc doesn't listen and take proper notes, all is lost.

Hi how did you get on? I’m also looking for ideas of the art if the possible so I know where to push school and what strategies might help.