What Information Should Teachers Share with a Psychologist About ADHD Concerns?

PostedSeptember 1, 2025

UpdatedSeptember 5, 2025

ByMy Patient Advice

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

Providing thorough teacher input for ADHD and psychologists’ role is crucial for a comprehensive evaluation in students with ADHD. Teachers are in a unique position to observe a child’s behaviour on a daily basis and can offer valuable insights that may help psychologists make a more informed diagnosis.

Observation Sharing

Observation sharing is one of the most important aspects of the process. Teachers should offer specific, concrete examples of the child’s behaviour in the classroom. For example, noting whether the child is frequently distracted, unable to stay seated, or struggles with following instructions can help the psychologist identify patterns. This information is often more valuable than general statements like “the child can’t focus.”

Behavioural Observations

Teachers should focus on behavioural observations that reflect ADHD symptoms, such as impulsivity, inattention, or hyperactivity. It’s important to include how these behaviours impact the child’s academic performance and interactions with peers. Teachers should also note if these behaviours are consistent or vary in different settings.

Symptom Reporting

Symptom reporting should be done in a way that provides context, noting any changes in behaviour or progress over time. For example, is the child’s behaviour improving with certain interventions, or do the symptoms persist despite support? This helps psychologists understand the child’s challenges from a broader perspective.

In conclusion, thorough teacher input for ADHD and psychologists’ role is important to make interventions for a child with ADHD. Sharing behavioural observations in a detailed and clear manner ensures that the psychologist has the necessary information to assess the child accurately.

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.