How to communicate with teachers about a child’s ADHD and birth history?

PostedAugust 21, 2025

UpdatedSeptember 4, 2025

ByMy Patient Advice

Author: Avery Lombardi, MSc | Reviewed by: Dr. Rebecca Fernandez, MBBS

Teacher communication is an essential part to address the learning needs of children with ADHD. Parents and caregivers must effectively communicate with teachers to ensure that a child’s unique needs are met, helping them to thrive academically and socially.

To create a supportive environment where the child can thrive, parents and teachers must have open and honest communication. When a child is diagnosed with ADHD, talking about their birth history can help put their behavior, learning style, and any possible difficulties in context.

How to Approach Teacher Communication about ADHD and Birth History

Here are some key tips on how to effectively communicate with teachers about a child’s ADHD and birth history:

One-on-one meetings

It’s essential to set aside dedicated time for teacher communication. Schedule a meeting with the teacher to discuss the child’s ADHD, birth history, and any specific concerns. Face-to-face meetings allow for more in-depth conversation, ensuring that the teacher fully understands the child’s needs and challenges. Be open about sharing the child’s ADHD diagnosis, birth history, and any medical or developmental background that may influence their behaviour or learning.

Background information

When meeting with teachers, it is helpful to provide context about the child’s birth history, particularly if they were born prematurely or with low birth weight. This information can help the teacher understand any potential developmental delays, sensory processing issues, or attention difficulties the child may face.

Support plans

A strong school liaison approach involves collaborating with the teacher to create a tailored support plan that meets the child’s needs. This plan could include classroom accommodations such as extra time for assignments, breaks during lessons, or a quieter space for tests. Discuss how the teacher can implement strategies to help the child stay engaged and organised.

Feedback and suggestions

Encouraging the teacher to give feedback on the student’s development and classroom behavior is crucial. If the teacher has suggestions for improvement or additional strategies, listen carefully and collaborate on how to implement them. Regular feedback from the teacher ensures that the support plan remains effective and that any new issues are addressed promptly.

Follow ups

Effective teacher communication is not limited to one session. It’s important to follow up with the teacher regularly to track progress and make adjustments to the support plan as necessary. Regular check-ins ensure that the child continues to receive the right level of support and that any changes in behaviour or learning are addressed promptly.

By maintaining open and consistent teacher communication and discussing both the ADHD diagnosis and birth history, parents can ensure that their child receives the best possible support in school.

Visit providers like ADHD Certify for personal consultations and tailored guidance.

For a deeper dive into the science, diagnosis, and full treatment landscape, read our complete guide to premature birth or low birth weight.

Avery Lombardi, MSc

Author

Avery Lombardi is a clinical psychologist with a Master’s in Clinical Psychology and a Bachelor’s in Psychology. She has professional experience in psychological assessment, evidence-based therapy, and research, working with both child and adult populations. Avery has provided clinical services in hospital, educational, and community settings, delivering interventions such as CBT, DBT, and tailored treatment plans for conditions including anxiety, depression, and developmental disorders. She has also contributed to research on self-stigma, self-esteem, and medication adherence in psychotic patients, and has created educational content on ADHD, treatment options, and daily coping strategies.

All qualifications and professional experience stated above are authentic and verified by our editorial team. However, pseudonym and image likeness are used to protect the author's privacy.

Dr. Rebecca Fernandez, MBBS

Reviewer

Dr. Rebecca Fernandez is a UK-trained physician with an MBBS and experience in general surgery, cardiology, internal medicine, gynecology, intensive care, and emergency medicine. She has managed critically ill patients, stabilised acute trauma cases, and provided comprehensive inpatient and outpatient care. In psychiatry, Dr. Fernandez has worked with psychotic, mood, anxiety, and substance use disorders, applying evidence-based approaches such as CBT, ACT, and mindfulness-based therapies. Her skills span patient assessment, treatment planning, and the integration of digital health solutions to support mental well-being.

All qualifications and professional experience stated above are authentic and verified by our editorial team. However, pseudonym and image likeness are used to protect the reviewer's privacy.