The ‘A Lifetime Lost, or a Lifetime Saved’ report into ADHD in the UK was published in December 2017 looked at the impact of ADHD and what must be done to achieve equity for children with the condition, so they might be able to reach their potential as they progress into adulthood.

The key points from the report are laid out in this info-graphic:

What is more startling for us as neurodiverse teachers is some of the information contained within the report:


At Neurodiversity Now we are very clear that educators should be professional and courteous at all times and should NOT voice their opinion about the causes of ADHD to parents or children unless they are specifically asked for it.

At that point they should make it clear that their opinion is personal, is not the opinion of a medic and does not represent the teaching profession or their school. 

ATTENDING TO PARENTS: Children’s ADHD Services in Scotland 2018
Results of a parent survey by the Scottish ADHD Coalition

You can download the full report here, but some important points relative to education can be found below:

  1. The availability of written information offered to parents and children about ADHD needs to be improved.   Children need information tailored to their age group.   As children mature and reach adolescence, it is particularly important that they are supported to find out about ADHD for themselves and begin to take responsibility for managing their own condition.
  2. CAMHS teams need to be more proactive in reaching out to education services, and not only as part of the assessment process. After diagnosis, CAMHS should be working with schools to ensure they understand the diagnosis and make and implement appropriate plans, and jointly to monitor the effectiveness of both health and educational interventions.
  3. Additional support plans for children with ADHD need to be made and, crucially, consistently implemented by schools. This includes clear communication between teaching staff and between schools and parents.
  4. Teachers need more training about ADHD, both in order to recognise signs and symptoms and refer children for assessment and also to manage children with ADHD in the classroom. There should be a systematic programme of continuing professional development about ADHD and related disorders, as well as online resources available as needed to support teachers.
  5. Mainstream education may be an unrealistic goal for some children with ADHD and more complex needs. Where needed and appropriate, specialist provision should be available.


Born To Be ADHD:

Scottish ADHD Coalition: