ADHD Awareness Month: Understanding ADHD and Finding Support

October is ADHD Awareness Month, making it an important time to improve understanding of attention-deficit/hyperactivity disorder and challenge some of the misconceptions surrounding it.

ADHD is sometimes reduced to stereotypes about children being disruptive, overly energetic or unable to concentrate. In reality, it is a complex neurodevelopmental condition that can affect children, teenagers and adults in different ways.

Understanding the possible signs, how ADHD is evaluated and what support is available can help families feel more informed and less alone.

What Is ADHD?

ADHD stands for attention-deficit/hyperactivity disorder. It is a neurodevelopmental condition, which means it relates to differences in how the brain develops and functions.

ADHD can affect a person’s:

• attention and concentration

• activity levels

• impulse control

• organization and time management

• ability to begin or complete tasks

• working memory

• emotional regulation.

ADHD may be described as one of three presentations:

• Predominantly inattentive presentation

• Predominantly hyperactive-impulsive presentation

• Combined presentation.

The way ADHD appears can change as a child grows and the demands of school, home and everyday life increase.

ADHD is not caused by poor parenting, too much screen time or a lack of discipline. Although its exact causes are not fully understood, research suggests that genetics and other factors affecting brain development may play a role.

What Signs Might You Notice?

ADHD does not look the same in every child. Traits usually begin during childhood, although they may not be recognized until later.

Possible signs of inattention can include:

• becoming distracted easily

• finding it difficult to listen to or follow instructions

• frequently losing school supplies or personal belongings

• forgetting everyday activities

• struggling to organize tasks

• moving between activities without completing them

• appearing to daydream or not listen

• avoiding tasks that require sustained concentration.

Possible signs of hyperactivity or impulsivity can include:

• frequently fidgeting or moving

• finding it difficult to remain seated

• talking frequently or interrupting others

• acting before considering the consequences

• finding it difficult to wait for a turn

• appearing constantly “on the go”

• running or climbing at inappropriate times

• experiencing a strong sense of internal restlessness.

Not every child with ADHD appears visibly hyperactive. Some children experience mainly inattentive traits, which can be less noticeable. Girls are also more likely to have quieter inattentive symptoms and may therefore be identified later.

Most children occasionally become distracted, forget instructions or act impulsively. With ADHD, the symptoms are persistent, appear in more than one setting and interfere with the child’s ability to function at school, at home or socially.

A list of traits cannot confirm whether a child has ADHD. Anxiety, sleep difficulties, learning disabilities and other conditions can produce similar symptoms, which is why a professional evaluation is important.

What Should You Do If You Suspect ADHD?

If you are concerned about your child, start by speaking with their teacher. Ask whether similar traits have been noticed at school and how they are affecting learning, friendships, classroom participation and everyday routines.

It can be helpful to collect specific examples rather than relying on general descriptions. These might include:

• how often your child loses belongings

• which instructions they find difficult to follow

• how long they can remain focused

• situations that lead to frustration

• strategies that already seem to help.

You can also make an appointment with your child’s pediatrician or another qualified healthcare provider. The provider will usually ask when the symptoms began, where they occur and how they affect your child’s daily life.

In the United States, ADHD may be diagnosed by a primary care provider such as a pediatrician or by a qualified mental health professional such as a psychologist or psychiatrist. The appropriate pathway can vary depending on the child’s needs, insurance coverage and the services available locally.

What Happens During an ADHD Evaluation?

There is no single medical, blood or imaging test that can diagnose ADHD.

An evaluation usually involves gathering information from several people who know the child in different settings. This may include parents, teachers, caregivers and the child themselves.

The process may include:

• conversations about the child’s behavior and development

• parent and teacher rating scales

• information about school performance

• a medical and family history

• hearing and vision checks

• consideration of physical and mental health

• screening for learning, emotional or developmental conditions.

The healthcare provider will consider whether the symptoms began before age 12, have continued for at least six months, occur in two or more settings and interfere with the child’s everyday functioning.

The provider may also consider conditions that can occur alongside ADHD, including anxiety, depression, autism, sleep disorders, learning disabilities and tic disorders.

What Happens After an ADHD Diagnosis?

Receiving a diagnosis can bring a range of emotions. Some families feel relieved to have an explanation, while others may need time to understand what the diagnosis means.

A diagnosis does not change who your child is. It can provide a clearer understanding of the support they may need and why certain parts of everyday life have been difficult.

Your child’s healthcare provider should work with you to develop an individualized treatment and support plan. This may include:

• education about ADHD

• behavior therapy

• parent training in behavior management

• school accommodations

• organizational strategies

• counseling

• medication, when appropriate

• regular follow-up and monitoring.

Treatment should be tailored to the child. Not every child needs the same combination of support.

For preschool-aged children, behavior therapy—particularly training for parents—is generally recommended before medication is tried. For older children, treatment may include a combination of behavior therapy, school support and medication. Treatment plans should be monitored and adjusted as the child’s needs change.

What Support Is Available at School?

Children with ADHD may be eligible for support through a Section 504 Plan or an Individualized Education Program, commonly called an IEP.

A 504 Plan is designed to give an eligible student with a disability equal access to education. It may provide accommodations such as:

• written or simplified instructions

• additional time for assignments or tests

• movement breaks

• reduced-distraction seating

• organizational support

• visual schedules

• help recording homework

• positive behavior strategies.

An IEP is provided under the Individuals with Disabilities Education Act, or IDEA. It is intended for eligible children whose disability affects their educational performance and who require specialized instruction.

An ADHD diagnosis does not automatically mean a child will qualify for a 504 Plan or IEP. Eligibility is based on an individual evaluation and how the condition affects the student at school.

Parents can contact the school and request an evaluation if they believe their child may need disability-related services. A school should not delay an evaluation when it has reason to believe that a student may have a disability.

What Can Help at Home?

Support should be based on the individual rather than expecting every child with ADHD to use the same strategies.

Helpful approaches at home may include:

• giving one clear instruction at a time

• breaking larger tasks into smaller steps

• using visual schedules and written reminders

• allowing short movement breaks

• maintaining predictable routines

• using timers to make time more visible

• providing positive and specific praise

• creating a quieter area for homework

• supporting healthy sleep and physical activity

• preparing for changes in routine in advance.

It can take time to identify which strategies work best. Something that helps one child may not work for another, and support may need to change as the child grows.

Understanding the Individual

ADHD can present genuine challenges, but it is only one part of a person.

Children with ADHD may also bring creativity, enthusiasm, curiosity, humor, energy and the ability to approach problems from a different perspective. These qualities should be recognized alongside any areas where support is needed.

This ADHD Awareness Month, we can all help by listening to people with lived experience, moving away from stereotypes and recognizing that effective support should be practical, respectful and centered on the individual.

If you are concerned that ADHD may be affecting your child, speak with their pediatrician, teacher or school support team for guidance based on their individual circumstances.