Education

In the UK, it's estimated that around 5% of children have ADHD (Attention Deficit Hyperactivity Disorder), according to the National Institute for Health and Care Excellence (NICE). This means that approximately 500,000 children in the UK have ADHD. In the UK, access to assessment and treatment for ADHD can be limited, and there may be significant variation in the quality of care provided across different regions. As a result, the actual number of children affected by ADHD in the UK and may be higher than the estimated prevalence.

 

In the UK, Education Health and Care Plans (EHCPs) are designed to support children and young people with complex needs in Education, including those with ADHD. However, to be eligible for an EHCP, a child must meet the following criteria:

 

• They must have a special educational need or disability that requires more support than can be provided through the resources available in the school's Local Offer or other mainstream support services.

 

• The child's needs must be severe enough to require support from multiple agencies, including health and social care providers.

 

• The child's needs must be likely to require support beyond the age of 18 years.

 

Many students with ADHD and other co-occurring conditions will not meet the threshold for an EHCP. In these instances, the mainstream schools they attend (like yours) are required to provide support to ensure that children with ADHD have access to an appropriate education and can achieve their full potential alongside their peers. This support includes:

 

• Early identification and intervention: Schools should have systems in place to identify and support children with SEND as early as possible, including through regular monitoring and assessments.

 

• Quality teaching and differentiated learning: Schools should provide high-quality teaching that is adapted to meet the needs of individual children, including through the use of different teaching strategies, materials, and resources.

 

• Targeted interventions: Schools should provide additional interventions and support for children with SEND, such as small group or one-to-one interventions, to help them make progress and achieve their targets.

 

• Accessible facilities and equipment: Schools should provide accessible facilities and equipment that enable children with SEND to fully participate in school life, such as adapted computer software.

 

• Partnership with parents and carers: Schools should work closely with parents and carers to ensure that they are fully involved in decisions about their child's education and support.

 

Schools are also expected to provide a SEND Information Report which outlines the provision and support available for children with SEND at the school. This report should be easily accessible to parents and carers, and the wider school community.

 

With proper support and accommodations from Teachers and school administrators, students with ADHD can succeed in education. Additionally, supporting a student with ADHD benefits not only that student but the whole classroom by creating a more positive and inclusive learning environment that supports the needs of all students and staff:

 

• Improved classroom behaviour: When a student with ADHD receives appropriate support and accommodations, they are more likely to be able to regulate their behaviour and stay on task, which can help to create a calmer and more focused classroom environment.

 

• Increased academic achievement: With the right support, students with ADHD can improve their academic performance and make greater progress in their learning. This can benefit the whole classroom by raising overall academic standards and creating a more positive and productive learning environment.

 

• Enhanced social skills: Many children with ADHD struggle with social skills such as making friends, communicating effectively, and managing emotions. By providing targeted support and opportunities for social skills development, these students can improve their social skills and contribute more positively to the classroom dynamic.

 

• Increased empathy and understanding: When teachers and classmates understand and support students with ADHD, it can create a more empathetic and inclusive classroom culture. This can help to reduce stigma and misunderstanding around ADHD and other neurodivergent conditions, leading to a more accepting and supportive classroom environment for all students.

 

Wherever you are in the UK, ADHD Solutions is here to help.