How can I communicate my needs to teachers?

PostedOctober 27, 2025

UpdatedOctober 27, 2025

ByMy Patient Advice

Author: Victoria Rowe, MSc | Reviewed by: Dr. Rebecca Fernandez, MBBS

For students with ADHD, asking for support in school or university can feel daunting, but open, structured communication is one of the most effective ways to improve learning outcomes. According to the NICE NG87 guideline, clear and consistent communication between students, educators, and clinicians is essential for creating fair, supportive learning environments.

Start with clear goals

The Mayo Clinic recommends beginning each discussion by outlining what helps you focus, such as sitting near the front, taking short breaks, or using a digital organiser. Being specific helps teachers understand your needs without confusion or stigma.

Build regular check-ins

NHS guidance from Tees, Esk and Wear Valleys NHS Trust encourages weekly or fortnightly check-ins between students, parents, and teachers. These quick conversations help track progress, adjust workloads, and prevent misunderstandings. Over time, this communication routine strengthens trust and reduces stress on both sides.

Use coaching and mentoring techniques

The Royal College of Psychiatrists and UK Adult ADHD Network (UKAAN) both recommend self-advocacy coaching to build communication confidence. Practising short “scripts” for example, “I lose focus when I multitask, could we break this task into steps?” helps express needs clearly and calmly.

Know your rights and supports

Under the SEND Code of Practice and the Equality Act 2010, schools and universities must provide reasonable adjustments for ADHD and other neurodivergent conditions. This includes time extensions, flexible seating, and support meetings. You have a legal right to explain what you need in a safe, respectful space.

Keep communication positive and proactive

Research in Frontiers in Education shows that when teachers and students maintain regular, empathetic dialogue, learners experience higher motivation and academic belonging. Framing requests as shared problem-solving (“What can help me stay engaged in long lessons?”) builds cooperation and mutual understanding.

Summary

From NICE to NHS and RCPsych, evidence shows that open communication transforms ADHD learning experiences. Setting goals, using regular feedback, and speaking confidently about what helps you succeed are not just practical strategies; they are protected, evidence-based rights under UK law. Clear, compassionate dialogue helps both teachers and students achieve what education should always deliver: understanding, inclusion, and success.

Victoria Rowe, MSc

Author

Victoria Rowe is a health psychologist with a Master’s in Health Psychology and a BS in Applied Psychology. She has experience as a school psychologist, conducting behavioural assessments, developing individualized education plans (IEPs), and supporting children’s mental health. Dr. Rowe has contributed to peer-reviewed research on mental health, including studies on anxiety disorders and the impact of COVID-19 on healthcare systems. Skilled in SPSS, Minitab, and academic writing, she is committed to advancing psychological knowledge and promoting well-being through evidence-based practice.

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.