Attention-Deficit/Hyperactivity Disorder, or ADHD, affects attention, impulse control, emotional regulation and activity level. A child with ADHD may be bright and capable but still struggle to sit still, finish tasks, wait their turn, organise belongings or manage frustration. These behaviours are not simply “bad manners”. ADHD is a neurodevelopmental condition and children need structure, not shame.
Parents may notice forgetfulness, unfinished homework, emotional outbursts, difficulty following multi-step instructions, constant movement, impulsive comments or problems shifting from preferred activities to schoolwork. In UAE schools, ADHD can become more visible because children are often managing busy timetables, English-medium learning, after-school activities, tutoring and high academic expectations.
At home, use short routines and visible reminders. Instead of saying “go get ready”, break the task into steps: brush teeth, put on uniform, pack bag. A checklist with pictures or words can help. Give one instruction at a time and ask the child to repeat it back. This reduces confusion and makes success more likely.
Movement can be used positively. Before homework, allow a short burst of physical activity. During homework, use short work blocks with brief breaks. Keep the study area simple, with only the materials needed for the task. A visual timer can help the child see how long they need to focus.
Children with ADHD often receive many corrections, so specific praise is powerful. Say “you started your homework quickly” or “you came back after your break” rather than only commenting when something goes wrong. Praise helps the child understand exactly what to repeat.
At school, helpful supports include preferential seating, movement breaks, chunked tasks, reduced copying from the board, visual timers and calm behaviour plans. An LSA can help the child start work, organise materials, use self-regulation strategies and return to learning after distractions. The LSA should also fade prompts over time so the child learns independence.
Incluzun can help match the child with an LSA who understands attention, regulation and relationship-based support. A good LSA will work with the teacher, inclusion team, parents and therapists to target practical goals such as starting tasks, raising a hand, keeping hands and body calm, asking for a break and completing work in manageable steps.
Parent Checklist: When to Seek Further Professional Guidance
Disclaimer: This checklist is only a general guide to help parents notice possible traits or concerns. It is not an identification, diagnosis or formal assessment. Only a suitably qualified professional can complete a formal identification or assessment of a child's needs.
Parents may wish to seek further professional advice when several of the following traits are frequent, persistent and affecting learning, daily life, communication, independence, confidence or safety:
☐ Finds it hard to stay focused even when the task is age-appropriate.
☐ Often loses belongings, forgets instructions or leaves tasks unfinished.
☐ Moves constantly, fidgets, leaves seat or seems unable to slow down.
☐ Interrupts, blurts out answers or finds waiting very difficult.
☐ Has strong emotional reactions to small frustrations or changes.
☐ Struggles to follow multi-step instructions without repeated reminders.
☐ Homework or classwork takes much longer than expected despite ability.
☐ Difficulties are seen regularly at home, school or in social situations.
If you are unsure where to begin, you can always contact Incluzun for more direction towards the right qualified professional for formal identification or assessment, and to discuss whether an LSA may be suitable for your child.
Research and UAE guidance note: The AAP ADHD guideline emphasises diagnosis, evaluation, treatment and the importance of checking for coexisting needs such as anxiety, learning difficulties and sleep concerns.
Incluzun specialises in finding the right Learning Support Assistant (LSA) for the right child. For ADHD support, our LSAs work with families, schools, teachers, inclusion teams and therapists so that agreed goals are practised consistently across the school day. The aim is meaningful progress, confidence and independence, not dependence on adult support.
Need LSA support for your child? Contact Incluzun: [email protected] | 056-5000-830.
Remember, inclusion is a journey, not a destination.