“Why can my child spend hours building Lego, yet struggle to brush their teeth or pack their school bag?”
As an Occupational Therapist, this is one of the questions I hear most often from parents. It is also something I understand personally, having been diagnosed with ADHD later in life. Looking back, I often wonder how much earlier I might have understood myself, and how much more confidence I may have had if I had received the understanding and support available to children today.
Today, those experiences shape the way I support children and families, reminding me that every child deserves to be understood, not judged.
This October, we celebrate ADHD Awareness Month, a time to increase understanding, challenge misconceptions, and celebrate the unique strengths of children with ADHD.
ADHD is one of the most common neurodevelopmental conditions in childhood. It affects attention, movement, emotions, self-regulation, and executive functioning. It is not caused by poor parenting, screen time, or a lack of discipline. Instead, ADHD reflects differences in how the brain develops and regulates attention, behaviour, and emotions.
ADHD Is More Than Being “Hyper”
When many people think of ADHD, they picture a child who cannot sit still. While this may be true for some children, ADHD can look very different from child to child.
Some children are constantly moving, while others quietly daydream. Some love talking, while others keep their thoughts to themselves. There is no one “ADHD child”. Every child has unique strengths and challenges.
Children with ADHD often:
- Find it challenging to maintain attention, especially during tasks that are not highly motivating.
- Become easily distracted by sounds, movement, or their own thoughts.
- Act before thinking or interrupt conversations.
- Experience sensory processing challenges.
- Find planning, organisation, and remembering instructions challenging.
- Experience big emotions and find it difficult to manage frustration or disappointment.
Children with ADHD also bring incredible strengths. They are often creative, curious, energetic, compassionate, resilient, and excellent problem-solvers who think outside the box.
What Can ADHD Feel Like?
Imagine trying to listen to your teacher while someone drops a pencil, the lights are buzzing, and a bird flies past the window. Every sound competes for your attention at once.
For many children with ADHD, staying focused is not about trying harder. It is about managing a brain that processes information differently.
Did You Know?
- ADHD affects approximately 5-7% of school-aged children worldwide, making it one of the most common neurodevelopmental conditions in childhood.
- Boys are diagnosed with ADHD more often than girls. However, girls are often under-recognised because they are more likely to present with inattentive symptoms.
- ADHD can continue into adolescence and adulthood, but with the right support, individuals with ADHD can succeed at school, work, and in everyday life.
Myth vs Fact
Myth: Children with ADHD just need more discipline.
Fact: ADHD can affect executive functioning skills such as attention, impulse control, planning, organisation, and emotional regulation. Children with ADHD benefit from understanding, structure, and supportive strategies rather than simply stricter discipline.
Myth: Children with ADHD cannot concentrate.
Fact: Many children with ADHD can focus deeply on activities they find interesting or rewarding. Some children may also experience hyperfocus, becoming so absorbed in an activity that they find it challenging to shift their attention.
Looking Beyond the Behaviour
Imagine an iceberg floating in the ocean. The behaviours we notice are only the tip of the iceberg.
Above the surface, we see:
- Fidgeting
- Forgetfulness
- Talking frequently
- Difficulty sitting still
- Losing belongings
- Constant movement
Beneath the surface are the challenges we may not always see:
- Working incredibly hard to stay focused.
- Feeling overwhelmed in busy environments.
- Challenges with planning, organising, and getting started.
- Emotional regulation challenges.
- Low confidence after repeated corrections.
- Mental fatigue from constantly trying to keep up.
When we understand what is happening beneath the surface, we are far more likely to respond with empathy rather than frustration.
How Can Families Support Children with ADHD?
Supporting a child with ADHD does not mean expecting perfection. It means creating an environment where they feel understood, supported, and set up for success.
Helpful strategies include:
- Keep routines predictable.
- Break larger tasks into smaller, achievable steps.
- Use visual schedules, checklists, timers, and reminders.
- Give short and clear instructions.
- Build movement breaks into daily routines.
- Celebrate effort, persistence, and problem-solving, not just the end result.
- Remember that connection is often more effective than correction.
How Occupational Therapy Can Help
At High Hopes, our Occupational Therapists work alongside Speech and Language Therapists, families, schools, and other professionals to help children participate successfully in everyday activities.
Occupational Therapy can help children:
- Develop emotional regulation strategies.
- Strengthen attention and self-regulation.
- Build executive functioning skills.
- Address sensory and motor challenges.
- Develop practical strategies for home, school, and the community.
Every intervention plan is tailored to each child’s unique strengths, interests, and goals.
Early understanding and support can make a meaningful difference.
A Final Thought
This ADHD Awareness Month, let’s celebrate the incredible strengths, resilience, and potential of children with ADHD.
Children with ADHD are not “lazy”, “naughty”, or “not trying”. They are often working incredibly hard to manage tasks that others may find easier. Behind every behaviour is a child doing the best they can with the skills they have. When we understand the “why”, we can provide the support they need to grow, learn, and thrive.
If you would like to learn more about how Occupational Therapy or Speech and Language Therapy can support your child, our team at High Hopes is here to help.
Every child deserves to be understood, supported, and celebrated.
References
- American Academy of Pediatrics. (2019). Clinical Practice Guideline for the Diagnosis, Evaluation, and Treatment of Attention-Deficit/Hyperactivity Disorder in Children and Adolescents. Pediatrics, 144(4), e20192528.
- Centers for Disease Control and Prevention. (2025). Attention-Deficit/Hyperactivity Disorder (ADHD). https://www.cdc.gov/adhd
- American Occupational Therapy Association. (2020). Occupational Therapy’s Role with Children and Youth with Attention-Deficit/Hyperactivity Disorder (ADHD).
- National Institute for Health and Care Excellence. (2018, updated 2019 and later). Attention deficit hyperactivity disorder: Diagnosis and management (NG87).
