Attention deficit hyperactivity disorder (ADHD) - childhood

About ADHD

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental condition that affects how the brain regulates attention, activity levels, impulses and executive functioning. ADHD begins in childhood and often continues into adolescence and adulthood.

Children with ADHD experience and respond to the world differently. While ADHD can present challenges in areas such as learning, relationships, organisation and emotional regulation, it is also associated with strengths such as creativity, curiosity, problem-solving, enthusiasm and the ability to think in innovative ways. Every child with ADHD is different, and no two children experience ADHD in exactly the same way.

Children with ADHD may experience differences in:

• attention regulation, including difficulty sustaining attention on tasks that are repetitive or less interesting
• impulse regulation, such as acting or speaking before thinking
• activity levels, including restlessness or a need to move
• executive functioning skills, including planning, organisation, time management and working memory
• emotional regulation
• social relationships
• sleep.

ADHD is a neurodevelopmental condition

ADHD affects the way a child’s brain develops and functions. It is not at all related to intelligence, motivation or character. Children with ADHD have a wide range of intellectual abilities, just like children without ADHD.

Research suggests ADHD has a strong genetic component, with genetics accounting for much of a child’s likelihood of developing the condition. Environmental factors before and during pregnancy, and early life biological factors, may also contribute, but ADHD is not caused by parenting style.

ADHD affects many aspects of everyday life, but with appropriate supports within educational settings, environmental adjustments, skill development and, where appropriate, medication, children with ADHD thrive.

Symptoms of ADHD

Healthcare professionals may describe ADHD using one of three presentations. A child’s presentation can change over time as they grow and their circumstances change.

Predominantly inattentive presentation

Children with this presentation primarily experience differences in attention regulation and executive functioning. Executive functioning refers to the mental skills that help us plan, organise, remember information, manage time, regulate emotions and complete tasks. Children may:

• overlook details or make careless mistakes
• find it difficult to sustain attention during tasks
• appear not to listen when spoken to directly
• have difficulty following through on instructions
• struggle to organise tasks and activities
• avoid or delay tasks requiring sustained mental effort
• frequently lose or misplace items
• be easily distracted
• forget everyday activities or responsibilities.

Predominantly hyperactive-impulsive presentation

Children with this presentation primarily experience differences in activity levels and impulse regulation. They may:

• fidget or move frequently
• find it difficult to remain seated when expected
• run, climb or move excessively in situations where it is inappropriate
• find it difficult to play quietly
• appear constantly "on the go"
• talk more than others
• answer questions before they have been completed
• find waiting difficult
• interrupt conversations or activities.

Combined presentation

Children with the combined presentation experience characteristics of both inattentive and hyperactive-impulsive presentations.

Symptoms of ADHD vary widely between individuals and may change over time. Some children have more obvious hyperactivity, while others experience mainly inattentive symptoms that can be less noticeable, particularly in structured environments.

Diagnosis of ADHD

If you are thinking that your child may have ADHD, speak with your GP or another healthcare professional. They can discuss your concerns and, if appropriate, refer your child to a clinician with experience in assessing and diagnosing ADHD, such as a paediatrician, child psychiatrist or psychologist.

There is no single test for ADHD. Diagnosis involves a comprehensive assessment by an appropriately qualified clinician. The assessment considers your child's strengths, developmental history, current functioning and any factors that may be affecting their behaviour, learning or wellbeing.

The assessment usually includes:

• a detailed developmental, medical and family history
• information from parents, caregivers or kin
• information from teachers or early childhood educators (where appropriate)
• interviews and standardised questionnaires
• consideration of your child's learning, communication, emotional wellbeing and daily functioning
• assessment for other conditions that may occur alongside ADHD or have similar presentations.

ADHD is diagnosed using criteria outlined in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR). For a diagnosis to be made, symptoms must:

• have been present before 12 years of age
• occur in two or more settings (for example, at home and at school)
• have persisted for at least 6 months
• significantly affect every day functioning
• not be better explained by another medical, developmental or mental health condition.

A comprehensive assessment is important because many children with ADHD also have other conditions that may require additional support, such as anxiety, autism, specific learning disorders, developmental coordination disorder (DCD), sleep difficulties or language disorders.

Better access to ADHD care

From September 2026, an initial 150 general practitioners (GPs) will be able to undertake training to expand their scope of practice, so they can safely diagnose, treat and prescribe medication for ADHD in adults and children 6 years and over.

These changes are part of statewide reforms to reduce costs and wait times to access ADHD care.

Children can now access a short-term one‑off emergency prescription for ADHD medication through the Virtual Emergency Department(Virtual ED). This service is free and available for children under 18 years of age who:

• have an existing ADHD diagnosis
• urgently need a repeat prescription to access medication
• can’t access the medication through their regular treating doctor.

Children and families will consult a specialist doctor via video call. The doctor will verify their current medication and dosage, then send a prescription to their local pharmacy or to the family’s preferred electronic device, for example via SMS to a smart phone. Ongoing ADHD care remains the responsibility of the patient’s regular treating doctor.

This service will also be available to adults from September 2026.

See the Virtual Emergency Departmentwebsite for details.

Managing ADHD

ADHD is a lifelong neurodevelopmental condition. While there is no cure, a range of evidence-based supports can help children develop skills, participate in everyday activities and reach their full potential. The most effective management plan is tailored to the individual child and developed in partnership with the child, their family and healthcare professionals.

Treatment and support may include:

• Psychoeducation – learning about ADHD helps children, parents, carers and educators understand how ADHD affects everyday life and identify practical strategies to support success.
• Medication – for some children, ADHD medication can improve attention regulation, reduce impulsivity and support everyday functioning.
  • Stimulant medications are the most commonly prescribed and have a strong evidence base.
  • Non-stimulant medications may also be appropriate for some children. Decisions about medication should be made in consultation with the child's treating clinician.
• Behavioural and parenting supports – evidence-based parenting programs can help families develop strategies that support emotional regulation, communication, independence and positive behaviour.
• Psychological therapies – psychologists can support children with emotional regulation, anxiety, self-esteem, problem-solving and coping skills. Cognitive behavioural therapy (CBT) may be helpful for some older children and adolescents, particularly where anxiety or low mood also occurs.
• Educational supports – adjustments at school, such as structured routines, movement breaks, visual supports, organisational strategies and appropriate classroom accommodations, can improve learning and participation.
• Allied health supports – occupational therapists, speech pathologists and other allied health professionals may provide support where children have additional needs affecting daily living, communication, motor skills, sensory processing or participation.
• Healthy lifestyle habits – regular physical activity, adequate sleep, balanced nutrition and opportunities for play and social connection all contribute to overall health and wellbeing.

Many children with ADHD also experience other conditions, such as anxiety, autism, learning disorders or sleep difficulties. Identifying and managing these alongside ADHD is an important part of comprehensive care.

Parents and caregivers also play an important role in supporting their child. Helpful strategies include:

• learning about ADHD from trusted sources, like ADHD Australia
• working closely with your child's healthcare team and school
• using consistent routines and supportive strategies at home
• recognising and building on your child's strengths and interests
• seeking support for yourself when needed through healthcare professionals, parent education programs or peer support groups.

Caring for a child with ADHD

Parenting a child with ADHD can bring unique challenges. Every child with ADHD is different, and there is no single approach that works for every family. Understanding how your child's brain works and adapting your approach to meet their needs can make a positive difference to their wellbeing, confidence and development.

Children with ADHD often do best when the adults in their lives work together. Consistency across home, school and other settings can help children understand expectations and develop important skills over time.

Some strategies that may help include:

• Establish predictable routines for daily activities such as getting ready for school, mealtimes, homework and bedtime.
• Give clear, simple instructions, one step at a time, and check that your child has understood.
• Gain your child's attention before speaking by reducing distractions, using their name and making eye contact if they are comfortable with this.
• Break larger tasks into smaller, manageable steps and celebrate progress along the way.
• Focus on your child's strengths, interests and achievements, and provide specific praise for their effort and successes.
• Use positive reinforcement to encourage helpful behaviours rather than using punishment.
• Work collaboratively with your child's school or early learning setting to develop strategies that support their learning and participation.
• Consider environmental adjustments, such as reducing distractions, using visual schedules or allowing movement breaks where appropriate.
• Support your child to develop emotional regulation skills through calm, supportive coaching and problem-solving.
• Encourage healthy habits, including regular physical activity, sufficient sleep and balanced nutrition, as these can support overall wellbeing.

Looking after yourself is also important. Caring for a child with ADHD can be demanding, and parents and caregivers may benefit from taking regular breaks, seeking support from family and friends, or connecting with parent support groups. Looking after your own wellbeing can help you continue to support your child.

If your child's needs are affecting their learning, relationships or daily life, speak with your healthcare team. They can work with you to develop an individualised support plan that builds on your child's strengths and addresses areas where additional support may be helpful.

Where to get help

• Your child's GP or paediatrician
• ADHD Australia – national peak body for ADHD providing evidence-based information and resources
• Virtual Emergency Department – for urgent short-term ADHD top-up prescriptions from September 2026
• Your maternal and child health nurse
• Maternal and child health line Tel. 13 22 29
• Community health centre