As a well-recognised condition, October is the month focused on increasing awareness and support available for those affected. The exact cause of ADHD is not fully understood, but it is believed to be a combination of genetic and environmental factors.
It is a lifelong condition that you are born with, and is often diagnosed in childhood, however, as awareness increases, many adults now find themselves seeking diagnosis.
ADHD classifications
There are three clinically recognised types of ADHD, these are:
Inattentive type (ADHD-I)
Symptoms: Difficulty sustaining attention, easily distracted, forgetfulness, and trouble organising tasks. Individuals may appear daydreamy and slow to process information.
Common in: More frequently diagnosed in girls, who may not exhibit hyperactive behaviours.
Hyperactive-impulsive type (ADHD-HI)
Symptoms: Excessive fidgeting, difficulty staying seated, talking excessively, and acting without thinking. These individuals are often described as being “on the go” and may struggle with waiting their turn.
Common in: More commonly diagnosed in boys, who may display more hyperactive behaviours.
Combine type (ADHD-C)
Symptoms: A combination of inattentive and hyperactive-impulsive symptoms. This is the most common type of ADHD, where individuals exhibit a mix of both sets of symptoms.
Common in: Both boys and girls, as it encompasses a broader range of behaviours.
However, what you must remember is that though these are ‘typical’ definitions, each type presents differently in individuals. For example, a student might frequently lose their homework, forget to bring the necessary materials to class, and have difficulty following through on instructions. Or one of your teaching colleagues could find it challenging to manage their time effectively and miss important deadlines or forget they have meetings.
Whatever the symptoms, in my experience, if supported with the right understanding, tools and resources, those with ADHD can thrive, just as well, if not more, than those that don’t have it.
Why is raising awareness so important in education?
Raising awareness of ADHD in schools is crucial for fostering an environment where both staff and students can thrive. When educators have a deeper understanding of ADHD, they are better equipped to provide the necessary support for students who live with the condition. Too often, these students face challenges that, without proper awareness, go unrecognised or misunderstood.
Educators who are informed about ADHD can tailor their approach, offering strategies such as breaking down instructions, simplifying tasks, and providing more consistent feedback. These small yet impactful adjustments can make a significant difference in a student’s academic experience, ensuring they have the same opportunities for success as their peers.
Another benefit of increased awareness is the potential for early identification of ADHD. Many students go through their school years undiagnosed, struggling with focus, organisation, or impulsive behaviours that are misinterpreted as behavioural issues. When ADHD is identified early, schools can work in partnership with parents and specialists to intervene before these struggles manifest into more significant academic or social difficulties. Early intervention gives students the tools they need to manage their symptoms effectively, which can positively impact their long-term success and mental well-being.
Equally important is addressing the stigma that still surrounds ADHD - it’s getting better, but we are a long way off yet. Far too often, students with ADHD are labelled as ‘lazy’, ‘disruptive’ or ‘difficult’, when they’re grappling with neurological differences that affect their ability to concentrate and regulate their behaviour. Raising awareness helps dismantle these harmful stereotypes, replacing them with empathy and understanding.
As schools become more inclusive and accepting of diverse learning needs, students with ADHD will feel more supported and less isolated. This shift in perspective not only benefits the individuals with ADHD but also enriches the school culture, creating a more compassionate and collaborative community.
Beyond the classroom, raising awareness among students is just as vital. When pupils understand ADHD, particularly those who are diagnosed with it, they can better advocate for themselves. Self-awareness allows them to take charge of their learning, request the support they need, and develop coping strategies that can serve them throughout their educational journey and into adulthood. Empowering students in this way builds their confidence and fosters resilience.
Ideas to help raise awareness in your school
October is ADHD Awareness Month, a prime time for pupils and staff alike to focus on ADHD in your school or Trust.
Why not celebrate the achievements of those with ADHD in an assembly, get an expert to come into school and explain what ADHD is to staff and pupils, perhaps you could encourage children to create a short play on the topic, or even write an essay or short story.
Whatever you chose to do, remember that a school culture which embraces an understanding of ADHD ultimately becomes stronger, more compassionate, and better equipped to nurture every learner and staff member.
