SMALL STEPS. A WHOLE CHILDHOOD.
ADHD through
the ages.
Growing up, one stage at a time.
Stories to share. Activities to explore. Practical help for the grown-ups walking alongside. From Reception to GCSEs, start with where your child is today.
Curious, diagnosed or still working things out. You belong here.
There’s more than one way
to find your feet.
Notice the need. Understand the moment. Find what helps.
No diagnosis needed to begin.YOUR CHILD, THEIR STAGE
A place to start.
Room to grow.
Choose a school stage, then explore stories, activities and support. Ages are a guide. Follow your child’s interests and needs.
Starting Out
Reception · ages 4–5Share a story with your grown-up, explore feelings through play and find small ways to feel safe and settled.
Open Reception books ↗02 Key Stage 1
Years 1–2 · ages 5–7
Year 1 brings different demands from Reception. Keep space for play and movement; support developing emotions and make routines visible.
One thing to try: Draw three simple pictures showing what happens next. Look at one step at a time.
03 The Middle Years
Years 3–4 · ages 7–9
Look beyond unfinished work. Consider reading demands, remembering instructions, friendship pressures and the effort of getting through the day.
One thing to try: Ask: “Would it help if I showed you the first step, said it again or wrote it down?”
04 Upper Primary
Years 5–6 · ages 9–11
Build independence with support the child can actually use. Talk about workload and friendships without treating asking for help as a setback.
One thing to try: Choose one task together. Write its first small step and agree when to check in.
05 The Big Move
Year 6 → Year 7 · ages 10–12
Plan the transition with your child and both schools. Include practical details: a trusted adult, where to go and how to ask for a break.
One thing to try: Make a small “who can help?” card with a name, place and a question your child can use.
06 Key Stage 3
Years 7–9 · ages 11–14
Listen to the young person’s view. Agree support together and review how it works across different lessons and settings.
One thing to try: Ask: “Which part of the school day takes the most effort, even if nobody notices?”
07 GCSE Years
Years 10–11 · ages 14–16
Plan around energy, workload and rest. Discuss support and any assessment arrangements with school early; these depend on individual circumstances.
One thing to try: Choose a short study block, one specific task and a stopping point. Review the plan together.
Explore the Reception ages 4–5 books ↗
England school stages shown. “The Big Move” overlaps intentionally. Emotional development continues throughout childhood and adolescence.
A LITTLE LOOK INSIDE · RECEPTION
“I’m here.
We can try
together.”
A story for Mum, Dad, a grandparent or another significant adult to share with their child. About a busy morning, a tricky goodbye and finding a little space to begin.
An original sample story. Read a page, talk, point or stop. There is nothing to get right.
A morning with you
“This morning, you had so many things to show me. A tiny stone. Your tall tower. The way your feet could jump. I wanted to see them, too.”
PAUSE & EXPLORE
What might help
you right now?
You can point, choose or tell your grown-up. You can change your mind, too.
Choose anything that feels useful. No scores. No timer.
WHEN THERE’S MORE TO UNDERSTAND
ADHD first.
The whole child, always.
Some children have another condition alongside ADHD. Others need help with everyday experiences. Each deserves a closer look.
Dyslexia, autism and anxiety disorders are co-occurring conditions. Sleep is included as an everyday experience; persistent sleep difficulties can also need professional assessment.
FOR THE ADULTS ALONGSIDE
You don’t need all
the answers today.
Start with one moment. What did your child find difficult? What was happening around them? What made it a little easier?
Explore grown-up guidance ↗Reception is its own beginning
Reception belongs to the Early Years Foundation Stage. Play, relationships, communication and personal, social and emotional development shape this section. A shared story with a significant adult starts a conversation; it is not a test of readiness or a diagnostic checklist.
Support what you see
A child may be diagnosed, waiting for assessment or still exploring their needs. Notice patterns across situations, listen to the child and try small changes. Share concerns with the Reception team or SENCo; speak to a health professional when difficulties persist or affect daily life.
Make the activity fit your family
Read in your home language, use pictures, sign, AAC, point or simply listen. A dad, grandparent, foster carer or another trusted adult can share the story too. Use what you already have; these activities do not need paid equipment.
About this collection
This is a developing ADHD in Practice series. This page includes an original Reception story, an activity and introductory guidance for each stage and connected topic. Full books and toolkits will be added as they are ready. School-year labels follow England’s system.
ONE MOMENT. ONE SMALL STEP.