When a child is struggling at school, it can be difficult for parents to know whether the support already in place is enough, what should happen next, and when it may be appropriate to ask for something more formal.
For families of children with ADHD, autism or other special educational needs and disabilities, this can be particularly challenging. A child may appear to be receiving support, but if that support is inconsistent, poorly understood or not leading to meaningful progress, parents may understandably feel unsure about what to do next.
The ADHD Centre and SEND Teach have come together to provide some practical guidance for parents who feel that their child’s current support may not be meeting their needs.
Start by having a clear conversation with the school
A useful first step is to request a meeting with your child’s class teacher or SENCO.
The aim of the meeting should be to understand exactly what support is currently in place, how consistently it is being delivered and how the school is measuring whether it is helping.
Useful questions to ask include:
- What support is currently being provided?
- How often is that support taking place?
- How is its impact being measured?
- What progress has the school seen?
- What would the next step be if the current support does not lead to progress?
If your child has a SEN Support Plan, or an equivalent document used by the school, ask for an up-to-date copy if you do not already have one.
It can also be helpful to keep a written record of meetings. You can ask the teacher or SENCO to take minutes and email them to you afterwards. If this is not possible, take your own notes and follow up by email confirming what was discussed and agreed.
Most importantly, remember that asking questions does not make you difficult. As a parent or carer, you know your child extremely well, and your observations are an important part of understanding their needs.
Gather evidence
If support needs to be reviewed, having a clear record of what has already been tried can make conversations much more productive.
Useful evidence may include:
- Details of strategies or interventions the school has already tried
- Information about how long those strategies have been in place
- Notes about whether they have helped
- School reports and progress data
- Previous assessments
- GP letters
- Specialist reports
- Therapist or other professional observations
- Your own observations from home
It is particularly important to record situations where your child appears very different at home compared with school.
Some children may hold things together during the school day and then show significant distress, exhaustion or emotional dysregulation afterwards. Differences between home and school do not mean that one account is wrong; they may help build a fuller picture of the child’s needs.
How do you know when existing support may not be enough?
There is no single point at which parents must ask for additional help, but there are some signs that the current approach may need to be reviewed.
This may include situations where:
- Support has been provided consistently but there has been no meaningful progress
- Support appears to happen only “when possible” rather than as a consistent provision
- The gap between your child and their peers continues to widen despite intervention
- Academic difficulties are continuing
- Social interaction or communication difficulties are having a significant impact
- Sensory needs are affecting participation
- Behavioural or emotional difficulties continue to affect everyday school or home life
- Your child is becoming increasingly anxious, distressed or disengaged from education
At this stage, it can be useful to ask the school what they believe is preventing progress and what additional provision could realistically be put in place.
When might it be appropriate to explore an EHCP?
For some children, school-based SEN Support may not be sufficient to meet their needs.
It may be appropriate to start exploring an Education, Health and Care Plan, or wider SEND support, where:
- SEN Support has been tried consistently but is still not meeting the child’s needs
- The child requires support beyond what the school can normally provide from its own resources
- A different school or a more specialist educational environment may be needed
- Several professionals are involved and the child’s needs are complex or wide-ranging
- Provision or reasonable adjustments are being applied inconsistently
- Parents or professionals feel that the child’s needs may not yet be fully identified or understood
You don't need a diagnosis to apply for an EHCP . The key issue is whether the child needs additional or different support in order to access education and make appropriate progress.
A diagnosis should lead to understanding, not just a label
For children with ADHD or autism, assessment can be an important part of understanding why they may be experiencing difficulties.
However, diagnosis alone does not automatically resolve the challenges a child is facing at school.
The most useful outcome is when assessment findings are translated into practical support that reflects the individual child.
This might include changes to communication, classroom routines, sensory support, task structure, expectations, transitions, emotional regulation strategies or the way instructions are delivered.
The goal should be to understand the child’s needs and use that understanding to shape support around them.
You do not have to navigate the process alone
SEND systems can feel complicated, particularly when parents are already managing concerns about their child’s education and wellbeing.
There are organisations that can help.
Every local authority has a SENDIASS — Special Educational Needs and Disability Information, Advice and Support Service. SENDIASS offers free, impartial information and support to parents, carers and young people.
Families may also choose to work with an independent SEND advocate, who can help them understand the process, prepare paperwork and feel more confident during school meetings.
SEND Teach supports families who need additional guidance when navigating SEND processes, including situations where school support is not meeting a child’s needs.
Working together to get the right support
The most productive outcomes usually happen when families, schools and professionals are able to work together with a shared understanding of what the child is experiencing.
Parents should feel able to ask questions, seek clarity and request that support is reviewed when it is not working.
Equally, schools benefit from clear information about a child’s profile, their needs and the strategies that are most likely to help.
The aim should always be the same: ensuring that the child receives the right support to participate, learn and thrive.
About SEND Teach
SEND Teach Special Needs Tutoring and Advocacy Services
SEND Teach provides independent SEND support for families navigating education, EHCPs and wider SEND processes. Families can contact SEND Teach for guidance and support with understanding their options and moving the process forward.
About The ADHD Centre
The ADHD Centre provides specialist assessment and support for children and adults with ADHD, autism and wider neurodevelopmental needs. Our clinicians work with families to provide clear assessment pathways, practical recommendations and appropriate onward support.
About Neurofocussed
Neurofocussed provides practical, clinically informed neurodiversity support for schools, universities and organisations. We work with education professionals, families and employers to turn understanding into meaningful support through training, coaching, Workplace Needs Assessments and wider neurodiversity programmes.
Our work is grounded in the clinical expertise of The ADHD Centre, helping organisations build more inclusive environments and provide practical support for neurodivergent children, young people and adults.
Need support?
If you are concerned that your child may have ADHD, autism or another neurodevelopmental difference, The ADHD Centre can help you understand the assessment and support options available.
If you need help navigating SEND processes, school support or an EHCP, SEND Teach can provide independent guidance and advocacy.
