Supporting Children and Teens with Autism and ADHD to Succeed

26th May 2025

Understanding Autism and ADHD

Autism and ADHD are neurodevelopmental conditions that influence how individuals experience and interact with the world. Although each presentation is unique, there are often shared challenges in areas such as attention, communication, emotional regulation, executive function, and sensory processing.

• Autism may involve differences in social interaction, communication, restricted interests, repetitive behaviours, and sensory sensitivities. Children may prefer routine and consistency and can become overwhelmed by unpredictable environments.
• ADHD often includes difficulties with sustaining attention, impulse control, hyperactivity, or in some cases, more subtle inattentiveness and daydreaming. Executive function challenges can impact organisation, time management, and emotional regulation.

These conditions can overlap. It’s not uncommon for children to show traits of both, and their needs may shift over time or vary across settings. Recognising individual strengths and challenges is vital to creating meaningful, supportive interventions.

The Value of Comprehensive Assessment

A robust neurodevelopmental assessment helps build a full picture of a child’s strengths, difficulties, and support needs. These assessments are typically conducted by highly qualified professionals. Assessments may include developmental history, observation, cognitive screening, standardised diagnostic tools, and input from home and school.

Importantly, assessment should go beyond diagnosis and offer clear, tailored recommendations to support the child across environments.

Classroom Accommodations: Building Supportive Learning Environments

With understanding and small, thoughtful adaptations, schools can significantly reduce barriers to learning and participation for children with autism and ADHD.

Examples of Helpful Accommodations:

• Flexible seating to reduce sensory overload or support movement needs.
• Visual supports such as timetables, checklists, and timers.
• Clear, step-by-step instructions for tasks.
• Scheduled movement breaks to improve focus and reduce dysregulation.

• Reduced sensory input in learning environments—minimising noise, harsh lighting, or visual clutter.
• Access to quiet spaces during times of overwhelm.
• Extra processing time for responding to questions or transitions.

These are often implemented as part of SEN Support or through an Education, Health and Care Plan (EHCP). Regular liaison between the SENCO, class teachers and parents helps maintain consistency.

Exam Access and Adjustments

Formal assessments such as GCSEs or other school exams can be especially challenging for neurodivergent students. Schools can apply for Access Arrangements via JCQ (Joint Council for Qualifications) based on documented evidence of need.

Common Adjustments May Include:

• Extra time (e.g. 25%)
• Supervised rest breaks
• Separate room with an invigilator (e.g. for sensory sensitivities or anxiety)

• Use of a reader, scribe, or word processor
• Modified paper formats (e.g. fewer questions per page)

Although NICE does not provide prescriptive guidance on specific exam accommodations, it does recommend that assessments and environments be adapted to the individual, and that education settings make reasonable adjustments in collaboration with the young person, their family, and clinical professionals.

Supporting School Transitions

Transitioning from primary to secondary school is a key pressure point for many children—particularly those who are neurodivergent. New environments, staff, routines, and social dynamics can create heightened anxiety and uncertainty.

Ways Schools Can Support Transitions:

• Start planning early, ideally by Year 5 or early Year 6.
• Provide multiple visits to the secondary school—both during and outside of typical school hours.
• Develop transition booklets with visuals and key information about routines and staff.

• Assign a peer buddy or mentor for the early weeks.
• Involve families and relevant others in joint planning meetings.
• Create a clear transition plan that outlines key supports and strategies.

These preparations help build confidence, reduce anxiety, and establish safety for the young person well before they start at their new school.

Creating Inclusive Secondary School Environments

Secondary school presents new challenges: larger settings, less structure, and greater social demands. These factors can make it more difficult for staff to spot when a student is struggling—particularly when difficulties are masked.

Recommendations for Secondary Educators:

• Be cautious not to interpret dysregulation, shutdowns, or social withdrawal as defiance or rudeness.
• Train staff to recognise subtle signs of difficulty and provide non-punitive support.
• Offer predictable classroom routines and visual schedules.

• Assign a key adult who checks in regularly with the student.
• Promote strengths-based approaches, celebrating neurodivergent students’ interests and abilities.
• Involve students in planning their own support where possible.

Inclusivity is not just about access—it’s about ensuring every student feels safe, respected, and understood in their learning environment.

Promoting Emotional Safety and Preventing Bullying

Children with autism and ADHD may be more vulnerable to bullying or social isolation. Ensuring emotional safety is essential for learning and mental health.

• Maintain vigilance for signs of exclusion or bullying.
• Deliver inclusive PSHE lessons that celebrate neurodiversity.
• Create safe spaces or quiet zones for regulation.

• Offer drop-in pastoral support or regular emotional check-ins.
• Encourage staff to model inclusive language and behaviour.

Whole-school approaches to inclusion are vital in fostering a supportive, accepting culture.

Neurodiversity Support Toolkit

A practical reference for parents, educators, and professionals

Working Together: Home, School, and Clinical Partnerships

True progress comes from collaboration. When parents, educators, and clinicians work together, they create a consistent, compassionate framework that supports the child across all environments.

Clinical input can support SEN planning, guide access arrangements, and provide insights that allow educators to make informed decisions. Schools play a vital role in noticing early signs, adapting practice, and advocating for the child’s needs.

Final Thoughts

Autism and ADHD affect each individual differently. With the right understanding, communication, and adjustments, neurodivergent children and teenagers can thrive in their learning environments and beyond. As professionals, educators, and families, our shared mission is to remove barriers and nurture potential.

If your school, service, or family would benefit from assessment, consultation, or training, please don’t hesitate to get in touch.