Talking to your child's teacher about ADHD: what to say and ask

The relationship between home and school can make a major difference to a child with ADHD. Teachers see your child in a different setting and for many hours; you know your child's history and needs. Together, you have the full picture.

Before the meeting

• Write down your points: what you see at home, what has helped and what worries you.
• Gather any reports, such as from a doctor or psychologist, if you are comfortable sharing them.
• Decide your goals. Maybe seating, homework length, extra time, or regular communication.
• Ask for enough time. A short meeting at pick-up rarely works.

What to share

• Your child's strengths and interests, not just difficulties.
• What strategies help at home.
• Any diagnosis or assessment, if you choose to share it.
• How your child feels about school.

Questions to ask

• What do you notice in class about attention, participation and friendships?
• When is my child at their best and when do they struggle most?
• Can we try seating near the front, away from distractions?
• Can instructions be given in writing or repeated?
• Can long tasks be broken into steps with checkpoints?
• What happens if homework is not finished?
• Are there school supports or a counsellor we can use?
• How will we stay in touch?

Keep the tone collaborative

Teachers are often managing many students. Approach with "How can we work on this together?" rather than blame. Appreciate what they are already doing.

Follow up

• Send a short email summarising what you agreed.
• Set a date to review how things are going.
• Share what you notice at home so the teacher can adjust.

Involve your child

As children grow, include them in the conversation. They can often say what helps. Teenagers in particular benefit from having a voice.

If you are not getting anywhere

Speak to the coordinator, counsellor or principal. Some schools have formal processes for support plans. Keep records of what has been asked and agreed.

Whatever tools you use, bring specifics to the meeting, such as topics practised, time spent and areas that need work. A parent view of progress in ZEKO can supply some of that.