How to spot ADHD signs in your child this summer

When home and school tell different stories

It's not unusual for children to behave very differently depending on their environment. Some parents may see challenges with attention or behaviour at home, while teachers describe the same child as settled, attentive, and coping well in the classroom.

Phillips says these differences can provide valuable information and should be considered as part of the bigger picture when trying to understand what's going on.

As an example, she notes some children have no trouble completing tasks when they're given written instructions, but struggle when the same information is delivered verbally in a busy classroom. Rather than being a sign that they aren't paying attention, this may point to an auditory processing difficulty, where spoken information is harder to interpet and remember.

“If a child appears able to concentrate, stay organised, and manage expectations throughout the school day but becomes overwhelmed or distressed at home, this could suggest that ADHD isn’t the issue,” says Phillips.

"We need to make sure there's nothing else going on - for example auditory issues or autism. We need to understand what it is that they are struggling with, and then try and make sense of those difficulties.”

Preparing for an ADHD assessment

Phillips explains that a good ADHD assessment starts well before the appointment with a healthcare professional. The summer holidays can be a useful opportunity for parents to pay closer attention to their child’s behaviour and begin conversations with their school before the new term begins.

Children can behave differently depending on where they are and who they’re with, so hearing from the people who know them in different settings can help build a clearer picture. Teachers, special educational needs coordinators (SENCOs), tutors, coaches, and other adults who spend time with a child can offer valuable insight into their strengths, challenges, and everyday experiences.

School feedback, examples of specific struggles, observations from different situations and a history of concerns can all help specialists understand what a child may be finding difficult when they carry out an assessment.

Phillips emphasises that the goal should not be to secure a particular diagnosis, but to understand a child's needs and identify the right support.