Clear, manageable routines
Simple instructions, visible reminders, smaller task steps and planned breaks can be considered around the child’s daily challenges.
Child development
ADHD & everyday participation
Children with ADHD may need different ways to organise tasks, use their energy and navigate the school day. This pathway focuses on practical support shaped around the child’s strengths, preferences and existing professional or educational care.
A personal goal.
A connected care plan.
A connected care plan.
The starting point
Make daily routines and participation more manageable through support that fits.
Children and young people with ADHD, or families seeking guidance while arranging specialist assessment. Practical support needs are considered individually; diagnosis and medication decisions require appropriate specialists, and a programme depends on suitable professional availability.
01 / Your goal
Make it personal.
02 / Your planKeep it connected.
03 / Your next stepReview it together.
What support can look like.
Your programme is shaped around your health, preferences and clinical needs.
Movement and participation
Enjoyable, suitable activity and opportunities for breaks can form part of a broader plan for school, home and wellbeing.
Family and school alignment
Parents, educators and relevant professionals can agree consistent approaches, with the child involved and information shared only with consent.
Your journey
Small steps.
A clear direction.
Assessment
Understand strengths and daily challenges, review existing support and identify whether specialist assessment is needed.
Your plan
Agree practical goals and appropriate home or school adjustments with the child and family.
Supported practice
Try manageable routines and enjoyable activities, adapting them to feedback and the child’s needs.
Review
Review daily usefulness with the family and relevant professionals, and change the approach when needed.
Make progress
personal.
The right measures help the team understand whether the plan is useful and what should happen next.
How measurement works01 / Review together
Child- and family-chosen daily participation goals
02 / Review together
Parent, child and teacher reports of tasks and routines
03 / Review together
Clinician-selected symptom or functioning questionnaires when appropriate
Measures are chosen by the clinician. These are examples, not a standard test package.
A team that fits your needs
Connected professional support.
The centre confirms the professionals involved and their availability.
Working with your hospital
The right care, in the right place.
ADHD support is usually built around everyday settings. If a child has an admission or another medical treatment, share relevant communication needs, routines and prescribed medicines with that team. Return to activities should follow clinical advice while preserving helpful school and family support.
Our referral approachYour questions, answered.
Can an attention game confirm ADHD?
No. Diagnosis involves specialist assessment of symptoms, development and functioning across settings. Computer tasks may contribute in some settings, but they do not establish the diagnosis alone.
Must we wait for a diagnosis before seeking support?
Families can discuss practical home and school support while arranging assessment. The available help should respond to the child’s needs without assigning a diagnosis from a brief activity.
Will this replace ADHD medication?
No. Whether medication is appropriate, and how it is prescribed or monitored, belongs to the responsible clinician. Practical support can sit alongside the child’s agreed treatment and educational plan.
Clinical perspective
Games, attention scores and brief screens cannot diagnose ADHD. This support does not replace specialist treatment or school adjustments. A dedicated programme requires individual suitability review and confirmation of appropriate professional availability.
Further reading
Start a conversation
Start with your story.
Find your local centre and discuss what support may be right for you.