How Should Teachers Talk to Parents About ADHD Concerns?

PostedSeptember 1, 2025

UpdatedSeptember 5, 2025

ByMy Patient Advice

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

Effective teacher-parent ADHD communication is essential for identifying and addressing potential ADHD symptoms in students. When teachers notice signs of ADHD, such as inattention, impulsivity, or hyperactivity, it’s crucial to approach conversation with parents in a thoughtful and supportive manner. A well-planned discussion helps ensure that concerns are expressed clearly and that both the teacher and parents can collaborate on a plan of action.

Behaviour Concerns

When discussing behaviour concerns, teachers should provide specific, objective examples of the child’s behaviour in the classroom. For instance, rather than saying a child is “always distracted,” teachers can say, “I’ve noticed that [child’s name] struggles to stay focused during reading assignments and often forgets to turn in homework.” This approach helps parents understand the specific challenges their child is facing and prevents any ambiguity.

Talking to Families

When talking to families, it’s important to approach the conversation with empathy and respect. Parents may have already observed similar behaviours at home and may be open to discussing the issue further. Teachers should listen to parents’ observations and concerns while offering suggestions on how they can work together to support the child.

Expressing Concerns

Lastly, expressing concerns clearly is key. Teachers should aim to be direct but kind, focusing on the child’s strengths while highlighting areas that may need additional attention.

In short, teacher-parent ADHD communication is essential for identifying and addressing potential ADHD symptoms in students. Offering resources or suggesting an ADHD assessment can also guide the conversation towards the next steps.

Visit providers like ADHD Certify for personal consultations and expert guidance tailored to your unique situation.

For a deeper dive into the science, diagnosis, and full treatment landscape, read our complete guide to School and teacher reports for ADHD.

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.