Help ADHD diagnosis, recommendations and medication
Assessment and diagnosis
An individualised, needs-led approach may be enough to support a child or young person to thrive without a formal diagnosis. A needs-led approach is taken in Leeds to help and support young people. This means every child and young person should get the educational support they need whether they have a formal diagnosis or not.
However, there are times where it is appropriate to formally assess a child or young person. A specific diagnosis can be invaluable to understand individual strengths, differences and identities. This in turn can help develop positive mental health. A formal diagnosis can also be important to help other people (friends, family and professionals) understand each person’s strengths and challenges.
For an ADHD diagnosis to be given, these patterns of behaviour must have persisted for at least 6 months, and have been present since before the age of 12. ADHD diagnoses are typically given from the age of 6 years upwards.
To find out more about ADHD assessments for children/young people in Leeds, go to our Assessment and Diagnosis section.
After receiving a formal diagnosis, first, it is important for you/your family and the child/young person to understand and process what this means individually to them. One diagnosis can mean something very different to someone else and impact them differently; it is important to take time to understand what your diagnosis means to you.
Recommendations and support
Increasing the awareness and understanding of ADHD, alongside daily adjustments and lifestyle changes can have a hugely positive impact on individuals with ADHD.
Key recommendations for support are explained below.
- Avoid fizzy drinks and limit caffeine intake.
- Regular exercise, good sleep hygiene and routine are important.
These lifestyle patterns can make a big difference to an individual’s wellbeing and their ability to manage their emotions and activity levels.
- Such as sitting position in class: sitting near the front of the classroom can aid concentration and a teachers ability to support the child/young person; sitting away from disruptive influences can reduce distraction.
- Positive relationships with specific role models and teachers can help support and understand individuals’ needs and behaviours. Speak with your child’s setting about ways to support the development of positive relationships with your child’s teacher/support staff.
- Appropriate, individually tailored adjustments in school can make a big difference, such as additional breaks, sensory considerations and learning adaptations.
- Supporting parental understanding of ADHD and sharing support strategies can really help families to make adjustments at home to help their child. There are lots of further resources, signposted below, to support with this.
- Having a predictable and stable home and family routine and environment can significantly support individuals with ADHD and their emotional wellbeing.
- Small daily changes can have a big impact. Try things such as having visual timetables on the family wall; giving only one simple instruction at a time; having regular daily routines, meal times and bedtime routines.
Your child may benefit from individual support to better understand themselves and any strategies to help them thrive in their daily environments.
Exploring topics such as social relationships, emotions and dealing with feelings may be helpful. This may be via their parent/family, school support or external agencies. Speak with your child’s school in the first instance for more information about school and external agency support. You can find out more about support available in schools in our Education and neurodiversity section too.
ADHD medication
If all of the recommended adjustments and lifestyle changes have consistently been put into place and you/your child are still significantly struggling, medication may be considered. Medication is only offered for children above the age of 6 and where there is a significant impact at home or school. Medication does not work for everyone and is something that needs to be carefully considered.
After receiving a formal diagnosis of ADHD at Leeds CYPMHS, you will be offered an appointment with the ADHD Medication Team to discuss medication options. The waiting time for these appointments is unfortunately very long, following diagnosis. Therefore, again, it is crucial to focus on the above recommendations initially.
My journey with ADHD stimulant medication highlighted the significance of self-awareness, responsible medication use, and the importance of addressing one’s emotional well-being. It taught me to listen to my body, prioritize rest, and find a balance between managing ADHD symptoms and maintaining overall mental and academic well-being.
Read more of Greta’s blog here
Frequently asked questions about ADHD medication
- The ADHD medication team consists of specialist nurse prescribers and doctors.
- The team see children/young people with a new ADHD diagnosis (who may want to start medication) and those who are already taking ADHD medication.
- During the clinic you should expect:
- To discuss the impact of ADHD and other related challenges.
- Help to decide whether ADHD medication may be helpful.
- To check whether ADHD medication is safe for you.
- To have your physical health checked, e.g. blood pressure, heart rate, height and weight.
- It is important to note if you have epilepsy or heart problems, or there are heart problems in the family, you may need to be referred to the GP/paediatrician to check that medication will be safe.
- If you are started on medication, you are seen again every 4-8 weeks. If you are settling well on your medication and continue to take it you may be seen every 3-6 months.
- There are 2 types of ADHD medication, “stimulant” and “non-stimulant” ADHD medication.
- “Stimulant” ADHD medication, such as Methylphenidate and Lisdexamfetamine, aims to “boost” the levels of dopamine and noradrenaline.
- They work by “stimulating” the areas of the brain which helps with concentration and working memory and helps with managing hyperactivity / impulsivity.
- The medication is commonly taken in the morning and the dose is gradually increased until benefits are seen. The treatment effects are commonly seen within a few days at the correct dose. Breaks can be taken with the medication either at weekends or holidays.
“Non-stimulant” ADHD medications, such as Atomoxetine and Guanfacine, work differently to help the brain with attention and hyperactivity. They need to be taken regularly and can take several weeks before benefits are seen.
- There are 2 types of ADHD medication, “stimulant” and “non-stimulant” ADHD medication.
- “Stimulant” ADHD medication, such as Methylphenidate and Lisdexamfetamine, aims to “boost” the levels of dopamine and noradrenaline.
- They work by “stimulating” the areas of the brain which helps with concentration and working memory and helps with managing hyperactivity / impulsivity.
- The medication is commonly taken in the morning and the dose is gradually increased until benefits are seen. The treatment effects are commonly seen within a few days at the correct dose. Breaks can be taken with the medication either at weekends or holidays.
- “Non-stimulant” ADHD medications, such as Atomoxetine and Guanfacine, work differently to help the brain with attention and hyperactivity. They need to be taken regularly and can take several weeks before benefits are seen.
- Sometimes ADHD medication may not be helpful or stopped.
- This might be because:
- Challenges are related to other neurodevelopmental or mental health conditions.
- Side effects outweigh benefits.
- Refusal to take oral medication.
- The medications team will discuss the options with you in the clinic. It might be that you are discharged from the ADHD medication team if you are no longer on ADHD medication.
- If you are taking medication for ADHD and any of these side effects occur, your prescriber will discuss these with you and make plans as to how best to manage them.
