Clinically reviewed by: Dr Heidi Phillips Published: 28 August, 2026
Tags: ADHD, Children and adolescents
Following our recent webinar, 'ADHD in children: what to look for and what to do next', we received so many questions that we simply couldn't answer them all during the live session.
To help address some of the most common themes, Charlotte Jarvis sat down with Dr Heidi Phillips for an extended Q&A discussion. Together, they explored questions about understanding ADHD and autism, the assessment process, school support, family life, medication, emotional regulation and practical day-to-day strategies.
Here is a summary of the key topics discussed, along with examples of the questions raised by attendees.
You can watch the webinar, and the extended Q&A recording, here.
Topics covered in this post
Understanding ADHD, autism and neurodiversity
One of the most common themes was understanding what ADHD looks like in everyday life, and how it can overlap with other neurodevelopmental conditions.
Can someone have ADHD if they can focus for long periods?
Dr Phillips explained that one of the biggest misconceptions about ADHD is that people with ADHD cannot focus. In reality, many people with ADHD can focus extremely well when something is interesting, rewarding, urgent or novel.
The key question is not whether someone can focus, but whether they can consistently direct their attention where it needs to be.
"What we're looking for with ADHD is this pattern of difficulties with attention regulation, organisation, prioritisation and time management across different areas of life."
Does ADHD affect cognitive functioning?
ADHD is a neurodevelopmental condition that affects how the brain develops and functions. Executive functioning skills such as planning, organisation, prioritisation and working memory are often affected.
Can dyslexia be mistaken for ADHD?
The discussion explored how dyslexia and ADHD can sometimes look similar, particularly within school environments.
A child with dyslexia may appear inattentive because reading is difficult and exhausting. Equally, a child with ADHD may struggle academically because difficulties with attention are affecting their ability to learn.
Understanding what sits behind the behaviour is a key part of the assessment process.
Does ADHD become more noticeable during menopause?
Dr Phillips highlighted that many women report ADHD traits becoming more noticeable during perimenopause and menopause, as hormonal changes can influence attention, memory, emotional regulation and executive functioning.
For some women, this can be the first time they seek an assessment.
Social anxiety, sensory sensitivities and overwhelm
Another common question focused on social anxiety and feeling overwhelmed by loud noises or busy environments.
While sensory sensitivities and social communication differences are often associated with autism, they can also be linked to anxiety, trauma or other mental health difficulties.
This is one reason why comprehensive assessments are so important.
Seeking an assessment and understanding the diagnostic process
Many parents joining the webinar were considering whether an ADHD assessment might be appropriate for their child.
Is hyperactivity alone enough to seek an assessment?
Dr Phillips encouraged parents not to focus solely on a behaviour such as hyperactivity.
Instead, it is important to ask:
What exactly am I seeing?
How often does it happen?
Does it occur across multiple settings?
Is it affecting learning, friendships or family life?
The assessment process should always look beyond the behaviour itself and explore what may be driving it.
Are assessment pathways different for children with additional needs?
While processes vary, ADHD assessments can be adapted to accommodate a child's developmental stage, communication style and any co-occurring needs.
As Dr Phillips noted, many clinicians routinely assess children who have multiple neurodevelopmental differences.
Can ADHD assessments take place in school?
Parts of the assessment process may involve school-based observations or teacher feedback.
However, a full ADHD assessment requires information from multiple sources, including parents, schools and the child themselves, and cannot be based on observations in just one setting.
Talking to children and teenagers about assessment
Several attendees asked how to approach conversations about assessment with children who may feel worried, anxious or resistant.
How do I explain an assessment to my child?
Rather than leading with the term ADHD, Dr Phillips suggested focusing on the difficulties the child is experiencing.
A conversation might start with:
"I've noticed you're finding parts of school really difficult. What do you think is happening?"
Framing an assessment to better understand those experiences can often feel less intimidating than focusing on diagnosis.
What if my teenager does not want an assessment?
For older teenagers, understanding their concerns is often more important than persuasion.
Common worries can include stigma, labels, medication and concerns about being different. The goal should be to create open conversations and help young people feel heard.
What if parents disagree about assessment?
Differences of opinion between parents are more common than many people realise.
Dr Phillips reflected that parents are often not disagreeing about the difficulties themselves, but what an assessment means.
An assessment does not automatically mean a diagnosis. It is a process of gathering information and developing understanding.
ADHD, education and EHCPs
Parents also asked many questions about schools, reasonable adjustments and Education, Health and Care Plans (EHCPs).
Do you need a diagnosis to get support in school?
No, schools have a responsibility to identify and support children with additional needs regardless of whether a formal diagnosis is in place.
Can a child get an EHCP without a diagnosis?
Yes, an EHCP is based on need rather than diagnosis.
Most children with ADHD do not have an EHCP, and many are successfully supported through existing school provision.
What if recommended adjustments are not being implemented?
Dr Phillips recommended working collaboratively with schools, beginning with conversations involving the SENCO.
She also highlighted the importance of understanding that recommendations are not always requirements, and that schools must balance individual needs with practical considerations.
Where concerns remain, organisations such as SENDIAS and local authority services may be able to provide guidance and advocacy.
Choosing a secondary school
One of the strongest messages from this section was that there is no single "best" school for children with ADHD.
Instead, families should look at:
The school's understanding of neurodiversity
Quality of pastoral support
SEN provision
Communication and partnership with families
Whether the child feels comfortable and supported
Medication, NHS pathways and shared care
Questions about medication pathways were common. Dr Phillips explained that shared care arrangements vary across different areas of the country and depend on local policies and commissioning arrangements.
A key piece of advice was to discuss medication pathways with your GP before pursuing private assessment if medication may be something you wish to consider later.
Family relationships and support networks
Families often told us that ADHD affects the whole household, not just the child receiving support.
Are there support networks for siblings and families?
Dr Phillips encouraged families to explore services available through their local authority's "Local Offer", alongside charity support groups and parent networks.
How do I talk to family members who don't believe ADHD exists?
Dr Phillips suggested focusing less on arguing about labels and more on discussing the practical difficulties and support needs of the child.
The goal is not necessarily to win the argument, but to advocate effectively for the child.
Teenagers, university and daily living
A few questions focused on older adolescents and university students, and how they can be supported with procrastination.
The discussion highlighted the importance of understanding what lies beneath procrastination.
Possible factors include:
Overwhelm
Anxiety
Perfectionism
Distractibility
Difficulties getting started
Challenges breaking tasks into smaller steps
Practical strategies discussed included:
Breaking tasks into manageable chunks
Using timers
Accountability partners
Body doubling
Creating supportive routines
Emotional Regulation and Mental Health
Emotional regulation was another key topic raised by attendees.
Does emotional regulation get worse with age?
Not necessarily. Some children find it improves as they mature and develop coping strategies.
For others, challenges may become more noticeable during periods of increased demand.
Trauma and ADHD
Several questions explored the relationship between trauma and ADHD.
Trauma can affect:
Concentration
Emotional regulation
Behaviour
Activity levels
These difficulties can sometimes resemble ADHD.
However, because ADHD is a neurodevelopmental condition, clinicians will look carefully at whether symptoms have been present throughout development or whether they emerged following traumatic experiences.
As Dr Phillips noted, it is often important to consider whether difficulties may reflect ADHD, trauma, or both.
Everyday strategies: Screen time, sleep and supplements
The final section focused on practical day-to-day questions.
Does screen time cause ADHD?
The short answer is no.
While some research suggests children who spend more time on screens may display slightly more ADHD-like symptoms, current evidence does not show that screen use causes ADHD.
Instead, families may find it more helpful to consider the wider impact of screen use on:
Sleep
Physical activity
Friendships
Family routines
Supporting better sleep
Sleep difficulties are common among neurodivergent children.
Strategies discussed included:
Consistent wake-up times
Predictable bedtime routines
Managing sensory needs
Reducing stimulation before bed
Seeking medical advice when sleep problems persist
Are supplements helpful?
The evidence for supplements remains limited.
While correcting nutritional deficiencies is important, Dr Phillips advised families to approach claims about supplements cautiously and to rely on evidence-based information when considering treatment options.
About Dr Heidi Phillips
Dr Heidi Phillips is a highly-skilled, approachable senior clinician with training in Autism assessments as well as advanced level training and significant experience diagnosing and treating ADHD.