How Is Anxiety Documented Alongside ADHD in School? 

When a student has both ADHD and anxiety, schools document these as co-occurring anxiety and ADHD, ensuring that each condition is clearly described in reports. This dual documentation is important because the two can interact, sometimes making symptoms more severe or harder to distinguish. 

Stress-Related Behaviours 

Teachers often note stress-related behaviours when documenting anxiety. These can include physical signs like fidgeting, headaches, or stomach aches, as well as emotional indicators such as irritability or withdrawal from social situations. In students with ADHD, anxiety can also appear as overthinking tasks, avoiding work due to fear of making mistakes, or becoming overwhelmed by multi-step instructions. 

School Anxiety and ADHD 

School anxiety and ADHD can significantly affect academic performance. Reports may detail how anxiety impacts a student’s ability to concentrate, even when ADHD interventions are in place. For example, a student might receive extended time for assignments to address ADHD-related focus issues, but anxiety could still cause delays due to worry or perfectionism. Documenting these interactions helps ensure both conditions are addressed in support planning. 

Importance of Dual Documentation 

By recording co-occurring anxiety alongside ADHD, teachers provide a fuller picture for psychologists, special education teams, and parents. This ensures that strategies such as stress-reduction techniques or counselling are included alongside ADHD-specific interventions. 

In conclusion, co-occurring anxiety with ADHD in school settings is important to document. Clear reporting supports more targeted and effective interventions.  

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.