When a child or young person is having persistent difficulties with attention, impulsivity, activity levels or organisation, an ADHD assessment can help clarify what is happening and what support may be appropriate. The assessment is not simply a checklist or a computerised test. It is a careful, developmental assessment that considers the child’s experiences across different settings, including home and school.
At Healing Young Minds, ADHD assessments follow a structured clinical pathway informed by National Institute for Health and Care Excellence (NICE) guidance. Parents, carers and schools all have an important role in providing information. Their observations help the clinician understand the pattern, duration and impact of the difficulties, while also considering other explanations and any co-occurring needs.
What an ADHD assessment is designed to establish
An assessment considers whether a child or young person has a persistent pattern of ADHD-related characteristics, such as difficulties with attention, hyperactivity or impulsivity. It also examines whether these difficulties:
- Have been present over time and began during childhood
- Are evident in more than one important setting, where appropriate
- Are causing meaningful difficulties in learning, relationships, family life or emotional wellbeing
- Are not better explained by another condition, circumstance or combination of factors
Children can present in different ways. Some may be noticeably restless and impulsive, while others may appear quiet but struggle significantly with concentration, working memory, planning or completing tasks. Girls and young people who mask their difficulties may require particularly careful exploration of their experiences across home and school.
There is no single blood test, scan or observation that confirms ADHD. Rating scales and questionnaires can be useful, but they form only one part of the overall clinical assessment.
Information parents and carers may be asked to provide
Parents and carers often provide the developmental history that helps place current concerns in context. You may be asked about pregnancy and birth, early development, language and communication, sleep, eating, sensory sensitivities and significant illnesses or injuries. Information about when difficulties were first noticed can be especially helpful.
The clinician may explore how the child manages everyday activities, including:
- Getting ready in the morning and following routines
- Listening to instructions and completing tasks
- Managing homework, belongings and time
- Waiting, taking turns and managing impulses
- Regulating emotions and coping with frustration
- Playing or socialising with other children
- Sleeping and settling at night
It is useful to describe what happens rather than relying only on general terms such as “poor concentration” or “very hyperactive”. For example, you might explain that your child starts several activities but rarely completes them, loses equipment repeatedly, interrupts conversations or needs frequent adult prompting to begin routine tasks.
Parents may also be asked about family history, mental health, physical health, medication, substance use where relevant, and any previous assessments or support. The clinician will consider conditions that can overlap with or resemble ADHD, including anxiety, depression, autism, learning difficulties, sleep problems, trauma and difficulties related to hearing or vision.
Please share both strengths and difficulties. A balanced picture may include creativity, determination, intense interests, humour, kindness or practical abilities alongside areas where support is needed.
What schools may need to provide
School information is an important part of an ADHD assessment because it shows how the child manages in a structured educational and social environment. With appropriate consent, the clinician may ask the school’s special educational needs coordinator (SENCO), class teacher, pastoral lead or another professional who knows the child well to complete questionnaires or provide a written report.
Schools may be asked about:
- Attention during lessons and independent work
- Following instructions, remembering information and changing activities
- Organisation, planning, time management and homework
- Activity levels, impulsivity and waiting for turns
- Classroom behaviour and relationships with peers
- Attendance, punctuality and changes in performance
- Emotional regulation, anxiety, confidence and response to feedback
- Support already tried and how the child responded to it
Specific examples are generally more informative than broad descriptions. A teacher might comment on whether the pupil needs instructions repeated, leaves work unfinished, regularly misplaces equipment, acts before considering consequences or becomes overwhelmed by lengthy tasks.
Schools can also describe when the difficulties are less apparent. For example, a pupil may concentrate well on a preferred subject but struggle with repetitive work, or may behave appropriately in class while experiencing considerable exhaustion, distress or disorganisation outside school. This context is important and does not invalidate the assessment.
School staff are not expected to diagnose ADHD. Their role is to share professional observations and information about educational functioning. Where a school report is not available, the clinician can discuss other ways of gathering relevant information.
Questionnaires, reports and other assessment information
Parents, carers and school staff may be asked to complete standardised questionnaires. These usually ask how often particular behaviours occur and how much they affect daily life. They can help identify patterns and compare observations across settings, but questionnaire scores do not provide a diagnosis on their own.
You may be asked to provide copies of relevant documents, such as school reports, individual education plans, support plans, occupational therapy reports, speech and language assessments or previous mental health records. If your child has changed schools, information from an earlier setting can be valuable, particularly where current presentation is affected by support, school environment or masking.
Clinicians may also consider direct observation, although an assessment does not always require the child to display ADHD characteristics during an appointment. Children may be able to concentrate for a short, structured session, particularly when they are interested, anxious or receiving one-to-one attention. This does not rule out ADHD.
How the assessment appointment may work
The process commonly includes an initial discussion of the reasons for referral, followed by a detailed clinical interview with the parent or carer and age-appropriate conversations with the child or young person. The clinician will seek the young person’s views and involve them in decisions in a way that reflects their age and understanding.
The assessment may take place over more than one appointment. This allows time to review developmental history, school information, emotional wellbeing, physical health, sleep, family circumstances and any previous interventions. The clinician may ask questions that feel detailed because ADHD-related difficulties can vary according to context and can overlap with other needs.
At the end, the clinician will explain the conclusions, including whether the information supports an ADHD diagnosis, whether further information is needed, or whether another explanation should be explored. A diagnosis is not automatic, and a child can have significant difficulties that deserve support even if ADHD is not diagnosed.
How parents and schools can prepare
- Write down when concerns first became noticeable and how they have changed.
- Collect recent and, where available, earlier school reports or support plans.
- Note examples from home, school and social situations.
- List current and previous medication, therapies and assessments.
- Ask the school to identify a staff member who knows the child well.
- Consider the child’s strengths, interests and successful strategies.
- Tell the clinician about sleep, anxiety, mood, sensory needs and physical health.
Information should be shared appropriately and with the relevant consent. Families can discuss confidentiality and information-sharing arrangements with the assessing clinician and school.
Arrange an ADHD assessment
If you are concerned about a child or young person’s attention, activity levels, impulsivity or organisation, a specialist assessment can provide a clearer understanding of their needs. To learn more about ADHD assessments, the information required and how the process may apply to your family, please contact Healing Young Minds.