How to advocate for your child with ADHD

Webinar Transcript

Introduction and Speaker Backgrounds

Lisa Mangle: My name is Lisa Mangle, and I am the Clinical Director at ADHD 360. My role in the company is to support clinicians and lead their training. We also have an ADHD Academy where we train potential new staff members about what ADHD is, what it isn’t, and how we can best support our patients. My background includes working in ADHD for over 20 years, and I helped set up ADHD 360 several years ago. Bev, would you like to introduce yourself?

Beverly Nolker: Of course. I’m Beverly Nolker, and I lead on the education, collaboration, and empowerment aspects of ADHD 360. I’m an ADHD Life Coach with a background in teaching and education, which is a passion I transfer into psychoeducation coaching—helping families and adults understand their ADHD, how it affects them, and developing strategies around it. For over ten years, I have also run an ADHD support group in Kent, which has grown exponentially and serves as a great local resource.

The Importance of Parental Advocacy in Education

Lisa Mangle: The idea for today’s session came following our previous discussion on ADHD in the workplace, as we wanted to focus on supporting children and parents. In addition to my specialist work, I once spent a year teaching in high school two days a week. One key lesson I learned in that role was how little information teachers receive about pupils’ individual needs, family backgrounds, or medical concerns. Obtaining that information was often challenging, which made me realize that as a parent of a child who struggles, you must take ownership and advocate for your child.

As part of my diagnostic work, I previously ran a parent training group focused on empowering parents and explaining ADHD. During one session, titled “A Day in the Life of Your Child,” we encouraged parents to view the school experience from their child’s perspective. While parents naturally feel the pain and challenges of raising a child with ADHD, flipping that perspective proved to be one of the most impactful exercises we did. Tonight’s session builds on those concepts to provide practical guidance on supporting children in school.

Navigating the EHCP Process and School Collaboration

Lisa Mangle: We would like to run a few audience polls to understand the age range of children represented here—spanning infant, primary, up to 16, and post-16 ages. While preparing the polls, let’s address questions from the audience regarding the Education, Health and Care Plan (EHCP) process and reviews.

Beverly Nolker: Securing an EHCP can be challenging depending on local council policies. In my own experience with my son, who is now 19 and in college, we secured an EHCP within six months after initiating the request myself. Initially, in primary school, staff felt other children were higher priority, but after persistent challenges in secondary school, we moved forward. Writing a comprehensive initial letter detailing his full needs was crucial to securing agreement for the assessment.

When preparing for EHCP reviews, take your time filling out the parent and student contribution forms (such as Appendix A). Ensure the child’s voice is genuinely reflected, breaking the process into smaller sessions over several days so it is not overwhelming. Arrive at review meetings prepared with written notes and specific questions, as school staff operate under time constraints.

Lisa Mangle: Preparing emotionally for these meetings and forms is vital. Documenting your child’s daily challenges can feel taxing, so lean on support networks where possible.

Strategies for Transitioning to Secondary School

Lisa Mangle: School transitions are a critical juncture. A common misconception is to wait and see how a child copes in secondary school before reviewing medication or support plans. Primary school environments structure core subjects in the morning when focus is higher, whereas secondary school schedules vary across the day. Medication regimens must be reviewed ahead of transition (typically between final primary exams and the summer) to align with longer days and variable class schedules.

Beverly Nolker: Transition periods and end-of-term changes can be overwhelming due to schedule shifts and classroom changes. To assist secondary transitions, parents can help their child create a personalized information document (“Essential Information About Me”). This profile includes fun facts, current diagnoses, personal strengths, and practical classroom accommodations—such as preferred seating arrangements or maintaining outdoor movement breaks—allowing teachers to support the student effectively from day one.

Lisa Mangle: Parents should never assume information transfers automatically between secondary school staff due to high teacher turnover. Contacting the school during the summer to share an updated summary of helpful strategies ensures teachers are informed prior to the start of term. Additionally, practicing daily routines, such as walking or travel routes, helps establish familiarity and reduces anxiety.

Rethinking Homework and Managing Mental Energy

Lisa Mangle: Homework can be a major source of friction. While homework has educational value, children with ADHD spend immense energy navigating the school day. Homework is not legally compulsory, and parents can work with schools to establish realistic boundaries. For instance, agreeing on dedicated times (such as Monday evening or Sunday afternoon) for core subjects prevents daily exhaustion and conflict.

Beverly Nolker: Structuring tasks into short intervals combined with physical movement—similar to the Pomodoro technique—helps maintain focus and dopamine levels. Adapting assignments creatively (such as recorded verbal presentations, dioramas, or multimedia slides) allows students to demonstrate knowledge effectively without getting blocked by written output difficulties.

Lisa Mangle: Supportive educators who prioritize content and expression over strict spelling perfection build long-term confidence. Furthermore, parents should feel empowered to reduce non-essential subject loads or GCSE requirements where appropriate, prioritizing mental well-being and core academic success over excessive subject numbers.

Identifying ADHD Masking in Children (Especially Girls)

Lisa Mangle: Masking occurs when a child suppresses ADHD traits to meet social or behavioural expectations. Because girls often desire to conform, they may suppress hyperactivity or impulsivity in class, sit quietly, and ask peers for missed instructions to avoid standing out. Consequently, schools may report no observable difficulties, while the child experiences severe emotional distress and behavioral meltdowns upon returning home.

Sustained masking can contribute to anxiety, low mood, and secondary mental health challenges later in life. Literature such as Patricia Quinn’s work on girls with ADHD offers valuable screening tools. Sharing these resources with Special Educational Needs Coordinators (SENCOs) helps teachers recognize internalizing presentations. Where school observations are inconclusive, gathering feedback from extra-curricular leaders (such as sports coaches or club instructors) can provide the additional setting data required for clinical evaluation.

The Clinical Role of Medication and Addressing Myths

Lisa Mangle: Misconceptions regarding ADHD medication often stem from non-scientific media coverage. Licensed ADHD treatments have a long history of clinical use and represent one of the most thoroughly researched areas in mental health. Medical management protocols are strict, involving regular monitoring of blood pressure, pulse, weight, and overall physical health.

When evaluating treatment, parents must weigh potential side effects against the risks of leaving ADHD untreated. Unaddressed ADHD increases the likelihood of chronic anxiety, low self-esteem, academic underachievement, and social difficulties. While licensed indication guidelines typically start from age six based on trial design parameters, clinical decision-making evaluates individual functional impact and safety needs.

Beverly Nolker: Initial hesitations about medication are normal. However, observing the positive transformation in focus, executive function, and task completion demonstrates how treatment can function similarly to corrective eyewear—providing necessary support to enable potential.

Securing Exam Accommodations and Support

Lisa Mangle: Formal assessments and standardized testing require proactive planning. Students with an ADHD diagnosis are eligible for specific exam access arrangements. These accommodations include: 25% additional exam time, a separate quiet testing environment, a prompter to assist with focus and time management, adjusted start times to align optimal medication efficacy with the examination window, and supervised rest breaks outside the official test duration. Parents should request that schools submit formal applications to examination boards early to ensure access arrangements apply to both mock and final exams.