Waiting for an ADHD Assessment? How to Support Your Child While You Wait

If you’ve been following the news recently, you may have seen headlines questioning whether ADHD is being over-diagnosed. At the same time, more families than ever are seeking assessments, and many are facing lengthy waits for answers.

For parents who suspect their child may have Attention Deficit Hyperactivity Disorder (ADHD), this conversation can feel confusing. You might recognise difficulties with concentration, impulsivity, restlessness or emotional regulation, but find yourself wondering whether you’re interpreting things correctly and what you should do next.

It’s a complex topic, and one that deserves a balanced conversation.

One thing is clear: children experiencing difficulties deserve understanding and support, whether or not they ultimately receive an ADHD diagnosis.

Why Is ADHD Diagnosis Receiving So Much Attention?

Demand for ADHD assessments has increased dramatically in recent years. A government-commissioned review published in October 2026 reported that monthly ADHD referral numbers in England had more than tripled between 2019 and 2024, with more than 560,000 open referrals recorded by the end of 2025.

The increase has brought important questions about how ADHD is recognised, assessed and supported.

Greater awareness may mean that people whose difficulties were previously overlooked are now seeking help. Changes in referral patterns and access to assessment may also contribute to the increase. At the same time, concerns have been raised about whether some people may be misdiagnosed or diagnosed unnecessarily.

The recent review did not conclude that widespread overdiagnosis is occurring, but it highlighted the need to take the risks of underdiagnosis, misdiagnosis and overdiagnosis seriously.

These are different issues. Underdiagnosis means someone who has ADHD does not receive a diagnosis when they need one. Misdiagnosis means their difficulties are attributed to the wrong condition, or that other important difficulties are missed. Overdiagnosis involves assigning a diagnosis where the clinical criteria are not genuinely met, or where labelling a difficulty as a disorder is not justified.

All three can have consequences.

ADHD is a recognised neurodevelopmental condition, and a thorough assessment considers a person’s developmental history, experiences across different settings and the impact of their difficulties on everyday life. Having some ADHD-like traits does not automatically mean someone has ADHD.

Equally, the possibility of overdiagnosis should not lead us to dismiss genuine difficulties or overlook people who need help.

The goal should be accurate assessment, appropriate support and a better understanding of each person’s needs.

Read more: Independent Review into Mental Health Conditions, ADHD and Autism – UK Government.

What Does This Mean If You’re Waiting for an Assessment?

For many families, the debate about diagnosis is less pressing than the challenges they face every day.

Perhaps your child struggles to get ready in the morning, finds it difficult to concentrate on activities, becomes overwhelmed by changes in routine or experiences frequent frustration. You may have spoken to your GP or school and joined a waiting list, but still be unsure how best to help.

Waiting for an assessment can be frustrating, particularly when you can see that your child is struggling.

You don’t need a formal diagnosis to start putting helpful support in place.

Rather than trying to decide for yourself whether your child has ADHD, focus on understanding their individual difficulties and what might make everyday life easier.

Here are some practical approaches to consider.

1. Create Predictable Routines

Children who find organisation, attention or transitions difficult may benefit from having a predictable structure to their day.

Try keeping morning and bedtime routines consistent, using a visual timetable or checklist, and giving your child advance warning when an activity is about to change.

It can also help to break instructions into smaller steps. Instead of giving several instructions at once, focus on one task before moving on to the next.

These strategies can benefit many children, regardless of whether they have ADHD. The aim is to make expectations clearer and reduce some of the demands of everyday life.

2. Make Room for Movement and Breaks

Some children find it difficult to sit still or concentrate on an activity for a prolonged period. Building movement into the day can help make tasks feel more manageable.

You could try a short walk, outdoor play, an active game after school or movement breaks between homework activities.

If your child becomes frustrated during a particular task, consider whether it could be broken into shorter periods.

It is also worth noticing when difficulties tend to arise. Is your child more restless when tired, hungry or overwhelmed? Do they manage better in a quieter environment?

Understanding these patterns can help you find practical ways to support them, rather than assuming that challenging behaviour is deliberate.

3. Pay Attention to Sleep

Sleep and attention can influence one another. When children don’t get enough good-quality sleep, they may find concentration, patience and emotional regulation more difficult.

A consistent bedtime routine, a calming wind-down period and regular sleep and wake times may help.

If your child regularly struggles to fall asleep, wakes frequently or seems excessively tired during the day, consider discussing this with your GP.

Sleep difficulties can have many causes, so they should not automatically be attributed to ADHD.

4. Support Nutrition and Everyday Wellbeing

Nutrition is another part of the wider picture of children’s health and development.

Aim for regular, balanced meals and snacks, offering a variety of foods that provide protein, fibre, healthy fats, vitamins and minerals. Regular opportunities to eat and drink can also help children maintain their energy throughout the day.

If your child has a limited range of accepted foods, struggles with appetite or finds mealtimes stressful, try to approach this with curiosity rather than pressure. Persistent or significant difficulties with eating are worth discussing with a healthcare professional.

You may also come across claims about particular diets or supplements for ADHD. It is important to distinguish between supporting general health and treating ADHD itself. No single food, diet or supplement should be presented as a replacement for an appropriate assessment or evidence-based care.

At Nutri-Psych, we are interested in the relationship between nutrition and mental wellbeing, while recognising that ADHD is complex and individual needs vary.

Supporting overall wellbeing is valuable, but it is only one part of a much wider picture.

5. Work With Your Child’s School

Your child’s school may be able to offer support before an assessment takes place.

If you have concerns, arrange a conversation with their teacher or the school’s Special Educational Needs Coordinator (SENCO). Explain what you have noticed and ask whether they have observed similar difficulties in the classroom.

Depending on your child’s needs, possible adjustments might include:

• Breaking instructions and tasks into smaller steps.
• Using visual reminders or written instructions.
• Offering movement breaks where appropriate.
• Providing a quieter place to work when possible.
• Giving clear, consistent expectations and positive feedback.

You can also ask the school to keep a record of what helps and what your child finds difficult. This information may be useful when discussing your concerns with healthcare professionals.

Support should be based on the difficulties your child is experiencing, rather than being dependent on a particular diagnosis.

6. Keep Track of What You Notice

If you are waiting for an assessment, keeping a simple record of your child’s experiences may help you make sense of what is happening.

You could note when difficulties occur, what seems to make them better or worse, and how they affect everyday life at home, at school and with friends.

For example, does your child find transitions particularly difficult? Are they more likely to become overwhelmed after a busy day? Do they struggle to complete tasks even when they understand what is being asked of them?

Record strengths as well as challenges. Understanding what your child enjoys, what motivates them and where they thrive is just as valuable.

These observations may help you explain your concerns during an assessment and identify practical ways to support your child in the meantime.

7. Ask for Help Before You Have All the Answers

If you have concerns about your child, speak to your GP and their school about the support available. Ask the relevant assessment service what you can access while waiting, and seek further advice if your child’s difficulties are worsening or significantly affecting their wellbeing.

If an ADHD assessment is ultimately not recommended, that does not mean the difficulties you have noticed are unimportant. There may be other explanations or needs to explore, and a healthcare professional can help you consider the next steps.

The aim is not simply to obtain a diagnosis. It is to understand what is happening and find the right support.

Looking Beyond the Diagnosis

The current debate around ADHD highlights the importance of getting assessment and support right. We need to recognise genuine ADHD, avoid overlooking people whose needs have gone unnoticed, and ensure that other difficulties are not mistaken for ADHD.

These aims are not in conflict. They all depend on taking the time to understand the individual.

For families waiting for answers, the uncertainty can be difficult. But small, practical changes at home and school may help make everyday life more manageable while you work towards understanding what your child needs.

At Nutri-Psych, we believe that mental wellbeing is influenced by a range of interacting factors, including our experiences, environment, sleep, nutrition and emotional needs. Understanding these connections can help us take a more holistic approach to wellbeing, alongside appropriate professional assessment and care.

You don’t need to have all the answers today. Start with what your child is finding difficult, notice what helps, and seek support when you need it.