- The first step: understanding the diagnosis
- Creating an individualised follow-up plan
- Support at school or college
- Treatment, therapies and medication
- Monitoring progress and changing needs
- Working with families and other professionals
- Preparing for adolescence and adulthood
- How Healing Young Minds can help
Receiving a diagnosis of autism, ADHD or a mental health condition can bring relief and clarity, but it may also lead to new questions. Families often want to know what the diagnosis means in everyday life, what support is available, whether treatment is needed and what they should tell school or college.
A diagnosis is not the end of the process. Effective post-diagnostic follow-up helps a child or young person and their family understand the diagnosis, identify practical needs, monitor wellbeing and agree appropriate next steps. At Healing Young Minds, follow-up is guided by the individual child’s presentation, developmental stage, strengths, difficulties and family circumstances, in line with relevant NICE-guideline diagnostic and treatment pathways.
The first step: understanding the diagnosis
A post-diagnostic appointment should provide an opportunity to discuss the assessment findings in clear, age-appropriate language. This may include what led to the assessment, how the child’s difficulties fit the diagnostic criteria, and which observations or information contributed to the clinical opinion.
Children and teenagers should be involved in these discussions wherever possible. The explanation may need to be adapted to their age, communication style and level of understanding. Some young people find a diagnosis helpful because it provides an explanation for experiences that have previously felt confusing. Others may feel worried, frustrated or unsure what it means for their future. All of these reactions can be understandable.
Families should have time to ask questions. It can be useful to discuss:
- What the diagnosis does and does not mean
- How the diagnosis may affect learning, relationships, emotions, behaviour or daily functioning
- The child’s strengths, interests and protective factors
- Which difficulties need attention now and which can be reviewed over time
- How to explain the diagnosis to the child, siblings, school or other professionals
A written summary or report can help families remember the discussion and share relevant information with education and healthcare professionals.
Creating an individualised follow-up plan
Post-diagnostic support should lead to a practical plan rather than simply a label. The plan may consider home life, education, friendships, sleep, physical health, emotional wellbeing, communication, sensory needs and independence skills.
For an autistic child or young person, follow-up may explore communication needs, sensory differences, anxiety, sleep, eating, emotional regulation and the impact of changes in routine. For ADHD, it may focus on attention, impulsivity, activity levels, organisation, emotional regulation, learning and relationships. If a mental health condition has been identified, the plan may include psychological therapy, family work, school-based support, medication or monitoring, depending on the diagnosis and level of need.
It is important to consider coexisting conditions. Autism, ADHD, anxiety, depression, obsessive-compulsive difficulties, tics, learning difficulties, sleep problems and physical health conditions can occur together. A child’s difficulties should not automatically be attributed to one diagnosis. Follow-up gives clinicians an opportunity to review the broader picture and identify whether further assessment or treatment is appropriate.
Support at school or college
Education settings have an important role in putting recommendations into practice. With the family’s consent, a diagnostic report can help a school or college understand the young person’s needs and consider reasonable adjustments.
Possible adjustments vary considerably and should be individualised. They might include clear and consistent instructions, additional processing time, a quieter working space, planned movement breaks, visual timetables, support with transitions, help with organisation or a predictable approach to managing distress.
A diagnosis does not automatically determine the level of educational support a child requires. The focus should be on functional needs and the barriers affecting access to learning. Families may wish to speak with the school’s special educational needs coordinator, pastoral lead or college support team. Where needs are complex or substantial, the family may also need information about the relevant local authority processes, including education, health and care needs assessment.
Treatment, therapies and medication
Not every child needs medication or a formal therapy programme after diagnosis. Treatment decisions should be based on the child’s difficulties, risks, preferences and goals, rather than on the diagnosis alone.
For ADHD, NICE guidance recommends a comprehensive assessment and a treatment plan that may include environmental modifications, parent or carer support, psychological approaches and medication. If medication is prescribed, follow-up is important to review benefit, side effects, appetite, sleep, growth, blood pressure, pulse and the child’s overall functioning. Medication should be reviewed regularly and adjusted when needed.
For autism, support may include adapted communication approaches, interventions addressing social communication, parent or carer support, and help with coexisting conditions such as anxiety or sleep difficulties. Medication does not treat the core features of autism, although it may sometimes be considered for a separate condition or a specific severe difficulty under specialist advice.
For mental health conditions, treatment may involve talking therapy, family-based work, practical support, medication or a combination. The appropriate approach depends on the diagnosis, severity, developmental stage and the young person’s wishes. Families should understand the intended benefits, possible risks, alternatives and arrangements for reviewing treatment.
Monitoring progress and changing needs
Children and teenagers develop quickly, and their needs can change with age, puberty, exams, changes in school, family circumstances or increasing independence. Follow-up should therefore be proportionate and flexible.
A review may consider whether the original difficulties are improving, continuing or presenting differently. It can also identify new concerns, including low mood, anxiety, self-harm, eating difficulties, substance use, school refusal or problems with relationships. Any immediate concern about safety should be discussed urgently with the child’s usual healthcare team or emergency services.
Good follow-up includes the young person’s perspective, not only reports from adults. Older children and teenagers may wish to have part of an appointment privately, provided this is clinically appropriate and safeguarding responsibilities are maintained. Confidentiality and its limits should be explained clearly.
Working with families and other professionals
Post-diagnostic care works best when communication is coordinated. Depending on the child’s needs, this may involve parents or carers, the GP, paediatrician, school or college, community mental health services, speech and language therapy, occupational therapy or social care.
Families should know who is responsible for each part of the plan, how to request help if difficulties worsen and when the next review will take place. A clear plan can prevent families from feeling that they must navigate services alone.
Preparing for adolescence and adulthood
Follow-up should gradually support independence. This may include helping a young person understand their diagnosis, describe their needs, manage appointments and medication, recognise early signs of distress and identify trusted sources of help.
Transition planning is particularly important for teenagers approaching further education, employment or adult healthcare services. Planning should begin early enough to allow the young person and family to understand changes in services and develop confidence in managing their health needs.
How Healing Young Minds can help
Post-diagnostic follow-up can provide the explanation, reassurance and practical direction that families need after an assessment. A specialist review can help clarify the diagnosis, consider coexisting needs, discuss treatment options and agree a realistic plan for home, education and ongoing care.
To discuss post-diagnostic follow-up for your child or teenager, contact Healing Young Minds. Our consultant child and adolescent psychiatry service can help you understand the next steps and plan appropriate support.