Inclusion Education
ADHD Explained: Supporting Our Students Together
Most classrooms have at least one child with ADHD. It is one of the most common neurodevelopmental conditions of childhood. This article is a short, practical guide for parents and carers on what ADHD is, how differently it can show up from child to child, and why a child with ADHD is not being ‘naughty’.
What is ADHD?
Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental condition, meaning it relates to how the brain develops and works, particularly the systems responsible for attention, impulse control and activity levels. It is not caused by poor parenting, too much screen time, or a lack of discipline.
For a diagnosis, a child’s characteristics need to have started before age 12, be present for at least six months, show up in more than one setting (for example, both home and school), and have a real impact on daily life. According to the Australian evidence-based clinical practice guideline for ADHD, around 6-10% of Australian children and adolescents have ADHD, and Melbourne-based researchers at the Murdoch Children’s Research Institute estimate it affects roughly one in 20 children, about one child in every classroom.
It looks different in every child
ADHD characteristics generally fall into two groups: inattention (difficulty sustaining focus, following through on tasks, or staying organised) and hyperactivity/impulsivity (restlessness, fidgeting, or acting before thinking). Some children show mainly one pattern, others show a mix of both, and the balance can shift as a child grows.
This is why ADHD doesn’t look the same in every child. One child might be the obviously energetic one who finds it hard to stay in their seat. Another might be quiet and seem to be daydreaming, while quietly struggling to keep track of instructions or belongings. This quieter, inattentive presentation is more often missed, it’s especially common in girls, who are still under-recognised and under-diagnosed compared with boys.
The challenges children with ADHD can face
Day to day, a child with ADHD may find it hard to:
- Pay attention to instructions, especially multi-step ones, or finish tasks that take sustained effort
- Stay organised, remembering homework, books or equipment
- Sit still or wait their turn, particularly during quiet or unstructured times
- Manage frustration or big emotions in the moment
- Read social cues, which can make friendships harder to navigate
These challenges can affect schoolwork, friendships and self-esteem, and children with ADHD are also more likely to experience anxiety. None of this reflects a child’s intelligence or character. Many children with ADHD are also creative, energetic, big-hearted and full of ideas.
Why it isn’t ‘naughty’ behaviour
It’s easy to misread ADHD characteristics as a child being defiant, lazy or attention-seeking. But the behaviours associated with ADHD come from genuine differences in brain development, particularly in the skills that help us plan, self-regulate and manage our impulses, not from a child choosing to misbehave.
A useful way to think about it: a child with ADHD usually wants to do the right thing, sit still, or remember their homework. They are often missing the skill in that moment, not the will. Treating these behaviours as wilful misconduct, and responding with punishment alone, doesn’t address the underlying difficulty. It can also chip away at a child’s self-esteem and increase anxiety or shame, making things harder, not easier.
Children with ADHD do best with understanding, consistent structure, and support that’s tailored to how they learn, at school and at home, working together.
How we support students at our school
At our school, we believe that the best outcomes for students with ADHD come from a consistent, collaborative approach, where strategies are aligned across the classroom, home, and any outside professionals involved in a child’s care.
We work closely with the allied health professionals involved in a child’s support, including paediatricians, psychologists and occupational therapists, to understand their recommendations and apply consistent strategies in the school setting. When everyone around a child is using the same language and approaches, it reduces confusion and helps strategies become habits more quickly.
Partnership with families is central to this. Parents and carers know their child best, and we value that knowledge. We aim to keep communication open and regular, share what is and isn’t working, and make sure that what happens at school complements what families are doing at home. If your child has a diagnosis or is being assessed for ADHD, we encourage you to speak with your child’s teacher so we can work together on a plan that reflects their specific strengths and needs.
If you have questions or would like to talk about support for your child, please reach out to your child’s classroom teacher or, Inclusion Coordinator or myself. You don’t need a formal diagnosis to start that conversation.
Every child in our school deserves to feel seen, understood, and supported. When we learn together, we grow together, and that makes our whole community stronger.
Here is a video to view if you wish Let's talk about ADHD
Our greatest strength is the sense of community we build together. By showing empathy, respect and care, we help every child feel safe, valued and ready to learn.
If you have any questions contact:
Assistant Principal: Dimi dimitra.sfetsas@education.vic.gov.au
Inclusion Coordinator: Kirsten kirsten.travis@education.vic.gov.au