I had planned for my first proper blog post to explore my own neurodiversity. Instead, my thoughts are with my step-grandson and his experience of ADHD.
Steven (not his real name) has always been a lovely boy. He did well at junior school, academically and socially, and moved on to secondary school with high expectations around him. Like many children, he needed time to adjust to new routines, teachers and longer lessons.
But instead of settling, Steven struggled. At school he became labelled as “troublesome”. Detentions piled up, bullying followed, and his schoolwork suffered. He became a child his family barely recognised.
Eventually, ADHD was mentioned. In Year 9, after sustained pressure from his mum, Steven was assessed by a paediatrician. One appointment was enough for a diagnosis: ADHD with predominantly inattentive presentation.
Even then, it took two visits to A&E and the involvement of the Mental Health Crisis Team before the school truly paid attention.
We are left asking how much distress could have been avoided if Steven had been recognised earlier.
The table below sets out the criteria that must be present at home and at school for a diagnosis to be recommended. Read it carefully. Children with inattentive ADHD are often missed because they don’t fit the stereotype. If you recognise these signs in your child, ask the school whether they see them too. And if the answers line up, don’t wait — push for an assessment. Early recognition isn’t a label; it’s a lifeline.
| Inattention | Hyperactivity / Impulsivity |
|---|---|
Often fails to give close attention to details or makes careless mistakes with work. Often has trouble holding attention in tasks. Often does not seem to listen when spoken to directly. Often does not follow through on instructions, and fails to finish schoolwork, chores. Often has trouble organising tasks and activities. Often avoids doing tasks that require mental effort over a long period of time. Often loses things necessary for tasks and activities. Is often easily distracted. Is often forgetful in daily activities. | Often fidgets with/or taps hands or feet, or squirms in seat. Often leaves seat in situations where it is not allowed. Often runs about or climbs in situations where it is not appropriate. Often unable to take part in leisure activities quietly. Is often ‘on the go’ as if ‘driven by a motor’. Often talks excessively. Often blurts out answers before appropriate. Often has trouble waiting his/her turn. Often interrupts or intrudes on others. |
Discovering My Autism 
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