How to Support Young People with ADHD

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental condition characterised by persistent patterns of inattention, hyperactivity, and impulsivity. It is a natural variation in how some brains process information and stimuli. While ADHD can present real challenges – affecting learning, relationships, and day-to-day functioning – timely understanding, diagnosis, and appropriate support can make a profound difference to young people’s well-being and futures. In this article, Beyond Clinics offer practical guidance for families, educators and healthcare professionals on supporting young people with ADHD, combining evidence-based approaches with an empathetic, strengths-based perspective.

Understanding ADHD.

ADHD affects approximately 5% of children worldwide and often continues into adolescence and adulthood. In the UK, administrative studies suggest that the number of diagnosed cases has risen over recent years, not because ADHD is suddenly more common, but because awareness has improved and more young people are coming forward for assessment. ADHD often co-occurs with other conditions such as anxiety, depression or learning differences like dyslexia. This co-occurrence can complicate both diagnosis and support provision but recognising ADHD as part of neurodiversity helps shift the focus from ‘fixing a disorder’ to understanding how each young person’s mind works, what their strengths are, and which adaptations will enable them to thrive.

Why Diagnosis Matters.

For many, obtaining a diagnosis can bring clarity and access to tailored help. A formal diagnosis explains certain patterns of behaviour – for example, distractibility or restlessness – that might otherwise be misinterpreted. It also enables young people to access evidence-based interventions including medication, therapy and school support. 

It’s clear that getting an ADHD diagnosis for those that require it is of vital importance and this is why there is such a demand for ADHD assessments at the moment. It’s clear that the most important way to support young people with ADHD is to get a diagnosis. This might sound obvious, but many young people go undiagnosed. This is particularly the case with girls, who are frequently missed when diagnosing for ADHD. Once a young person has a diagnosis, not only can clinicians begin to develop a tailored treatment plan, but those with ADHD can also begin to develop a better understanding of their own behaviours and impulses.

When it comes to diagnosis, private ADHD clinics like Beyond have a huge role to play. There is a growing wait time for diagnosis on the NHS, with some areas facing eight-year backlogs according to the BBC. Private clinics will be invaluable in stepping in to make up this backlog and help young people with ADHD to get the support they need as soon as possible.

Post-Diagnosis Support.

If ADHD is diagnosed, healthcare professionals will discuss treatment options. Evidence shows that stimulant medications and non-stimulants can significantly reduce core symptoms of ADHD and improve functioning, when used appropriately. Stimulant medications are typically prescribed as first-line treatments. At this stage, it will be vital to monitor for side-effects – like appetite changes or sleep disruption – and make sure that there are regular follow-up appointments. If stimulants aren’t well tolerated or if there are co-occurring conditions like anxiety or depression, non-stimulant medications may be recommended.

The National Institute for Health and Care Excellence (NICE) provides guidance on diagnosis and management, recommending that medication should always be combined with non-pharmacological strategies – such as psychoeducation and behavioural support – rather than used in isolation. These interventions can be incredibly useful in supporting young people with ADHD. Psychoeducation is the process of informing the young person and family about ADHD, its typical challenges (such as organisation or sustaining attention) and strengths like creativity and enthusiasm. This knowledge can foster self-advocacy and reduce stigma. Other common strategies which are used to help support young people with ADHD are Cognitive-behavioural Therapy (CBT), Parent Training Programmes and Social Skills Groups. CBT is a great tool to help adolescents develop coping strategies for impulsivity, emotional regulation and time management. Meanwhile, parent training programmes equip caregivers with techniques to reinforce positive behaviour, structure routines, and respond consistently to challenges.

Quality post-diagnosis support is often unevenly available as some regions lack dedicated ADHD teams. Private clinics are again able to help with this, providing crucial support to help create a sustainable long-term treatment plan for young people with ADHD.

Support at Home.

In addition to treatments in a clinical setting, creating a supportive home environment can substantially improve day-to-day functioning and family well-being. There are a number of good ways to create a supportive environment at home:

Establish Clear Routines.

- Use visual schedules or checklists for morning, after-school and bedtime routines.

- Break tasks into small, manageable steps.

- Provide gentle reminders rather than open-ended prompts.

Minimise Distractions.

- Designate a quiet, clutter-free space for homework.

- Limit background noise (for example, switch off TV during homework time).

- Offer fidget aids like stress balls if they help to maintain focus.

Positive Reinforcement.

- Emphasise and celebrate strengths such as creativity or curiosity.

- Use praise or token systems to reinforce desired behaviours like completing tasks or sharing.

- Keep expectations realistic: recognise that impulsivity and forgetfulness are part of ADHD, not wilful defiance.

Open Communication.

- Encourage the young person to express frustrations without fear of judgment

- Validate emotions, even if behaviour is challenging. For example, using phrases like ‘I can see you’re feeling upset. Let’s talk about what happened’ ensures that those with ADHD still feel seen and can help to reduce their frustration.

- Involve them in problem-solving: ask phrases like ‘What might help you remember your homework tomorrow?’ This can help them to develop strategies to navigate through different challenges on their own. 

Support in Education.

One of the main reasons it is so important to seek diagnosis for young people with ADHD is due to the importance of early engagement with schools, who can offer vital support throughout a child’s education. In any school, there are numerous support systems in place. These include:

1. SEN Support (Special Educational Needs). Most young people with ADHD will benefit from SEN Support, which includes extra time in exams, smaller class sizes, preferential seating (for example, near teachers or away from windows), and access to a learning support assistant.

2. Education, Health and Care Plans (EHCPs). For those whose needs can’t be met through SEN support alone, an EHCP provides a legally binding plan outlining specific targets around attention, organisation or social interaction. They also provide plans for support funding and access to specialist therapies.

3. Collaborative Approaches. There are numerous collaborative approaches available in education. These include things like whole-school training, which ensures that all staff understand ADHD, rather than relying on specialist teachers. 

Studies have shown that young people with ADHD are at higher risk of school exclusion and non-attendance if their needs aren’t met. Emotional dysregulation, peer difficulties or repeated failure can lead to school avoidance. To mitigate this, it’s important for educational bodies to foster peer understanding – helping to educate classmates about ADHD in an age-appropriate way – as well as to provide safe spaces for young people to go if they feel overwhelmed.

Supporting Key Transitions.

Somewhat related to support in education, supporting young people through key transitions in their life will be key. Transitions often present heightened challenges for young people with ADHD, as they involve new routines, greater independence and different sociocultural environments. Some key transitions include primary to secondary school, secondary school to further education or work, and child to adult services in healthcare. All of these transitions will require careful support and management but, by working with the right clinicians, plans can be put in place to make these transitions as smooth as possible. 

Navigating System-Level Challenges with Beyond Clinics.

System-level challenges might seem the most insurmountable for those navigating ADHD. These include long waiting times and medication shortages. In many parts of England, ADHD assessment services are under strain. Waiting lists of several months are common, and the level of post-diagnosis support varies markedly between regions. This is where Beyond Clinics can help. By utilising specialist private clinics like Beyond, families are able to stay proactive and support their child rather than waiting for support from GPs. Medication shortages can also be somewhat mitigated by private clinics. Because communication is key in managing supply issues, private clinics are better suited to dealing with supply issues than GPs, as they have smaller caseloads and are able to work more closely with those in treatment. 

Supporting a young person with ADHD involves understanding their unique profile, navigating complex service pathways, and creating consistent, positive environments at home and school. While systemic challenges – such as long waiting lists, resource shortages and regional variation – can be daunting, many evidence-based strategies exist that families and professionals can implement immediately. By combining medication (where appropriate), psychoeducation, and clear routines, Beyond Clinics are passionate about empowering young people with ADHD to flourish academically, socially and emotionally. With patience, empathy and an emphasis on strengths, ADHD can be re-framed not as a barrier but as a different way of thinking that, when well supported, can lead to remarkable talents and resilience.