THE TEACHERS’ TOOLKIT · ENGLAND
A little understanding.
A different school day.
Straight-talking ADHD support for real classrooms. Understand what you see, stay curious about what you don’t, and work with the people who know the child.
For teachers, teaching assistants and SENCos. Start with one useful change.
01 / LOOK BEYOND THE SURFACE
What you see is part of the story.
ADHD can affect attention, activity levels and impulse control. Needs vary. A child’s behaviour is a starting point for questions.
Attention can be inconsistent. Focusing on something enjoyable does not tell you how easy it is to manage a different task.
Quiet children need noticing too. Being still, polite or academically successful does not tell you everything about effort or difficulty.
Begin with need. Keep supporting a child while assessment is being considered or awaited. Work with your SENCo.
These are possibilities to explore. Anxiety, sleep, sensory needs, learning difficulties and other factors may also matter. This toolkit does not diagnose ADHD.
02 / SOMETHING TO USE TOMORROW
Your year group.
A practical starting point.
Choose a stage, tick the adjustments you want to try and print your checklist. Use the child’s needs to guide you; year groups are starting points.
Tick actions to try. Unticked items remain visible in your printed checklist. Your selections stay on this page until you reload.
Listen. Agree. Come back to it.
Ask the child: “Which part of the day feels hardest? What would help?”
Ask parents: “What are you noticing before and after school?”
Use initials or general notes only. Entries are not sent to a server or saved after reloading. Keep identifiable pupil records in your school’s approved system.
03 / SAME CHILD. DIFFERENT VIEWPOINTS.
Start a conversation.
Make room to listen.
Home and school may see different things. Put both accounts alongside each other and ask what the child is experiencing.
“We see a child who is managing lessons. You see a child who is exhausted afterwards. Let’s understand both.”
Before you offer an explanation
- Describe a specific situation, without labels such as lazy or naughty.
- Ask what the family and child notice. Leave time for the answer.
- Ask what already helps, including outside school.
- Agree who will try what, and when you will review it together.
WORDS TO GET YOU STARTED
An email that opens the door.
Edit the brackets and keep the examples specific. Add personal details only in your school’s approved email system.
04 / KEEP THE CONVERSATION GOING
Bring school and home together.
Continue with existing ADHD in Practice resources. Some free downloads may use a £0 checkout or email delivery.
School says they’re fine
Explore differences between the school day and life at home.
Understand the different picture ↗BETTER CONVERSATIONSSchool & parent scripts
Help families prepare questions and explain their concerns.
Explore the scripts ↗THE NEXT CHAPTERYear 7 transition
Plan a more supported move from primary to secondary.
Explore transition support ↗
MEET JANINE
Experience behind the advice.
I’m Janine M Nesbitt, founder of ADHD in Practice, a former SENCo and dyslexia specialist with more than 34 years in education. I help the adults around a child see the wider picture and find practical next steps together.
Explore ADHD in Practice →A useful tool, used thoughtfully.
Classroom support and conversation prompts, rather than a screening or diagnostic checklist. Adapt adjustments with the child, family and SENCo, and review whether they help. England year-group labels are used here.
Further reading: NHS: ADHD in children and young people · NICE guideline NG87.