Frequently Asked Questions

ADHD stands for attention-deficit/hyperactivity disorder. It is a neurodevelopmental condition, which means it relates to the way the brain develops and manages skills such as attention, impulse control, activity levels and self-organisation. ADHD is characterised by the core symptoms of inattention, hyperactivity and impulsivity, and diagnosis is based on observed and reported behavioural symptoms that are excessive for a person's age or developmental level. The NHS explains that ADHD can affect both children and adults, and that symptoms can interfere with daily life at home, at school, at work and in relationships. With the right support, treatment and understanding, many people with ADHD manage their symptoms effectively and do very well.

• ADHD is a neurodevelopmental condition
• Its core symptoms are inattention, hyperactivity and impulsivity
• It can affect children, young people and adults

ADHD stands for attention-deficit/hyperactivity disorder. The name reflects the main areas in which people may experience difficulty: attention regulation, hyperactivity and impulsivity. Many people with ADHD can pay very strong attention to things they find highly interesting, but struggle to regulate attention consistently when tasks are routine or mentally demanding. Not everyone with ADHD is outwardly hyperactive. Some people, especially adults, experience hyperactivity more as inner restlessness than obvious overactivity. ADHD remains the standard term used in diagnosis, treatment guidance and public information.

• ADHD means attention-deficit/hyperactivity disorder
• The term covers attention difficulties, hyperactivity and impulsivity
• Not everyone with ADHD is obviously hyperactive

Yes, ADHD is a recognised medical condition and is also classified clinically as a neurodevelopmental disorder. ADHD is not regarded as a personality flaw, poor behaviour, laziness or bad parenting. It is a genuine condition that can have a substantial effect on education, employment, relationships, daily organisation and emotional wellbeing. Diagnosis does not rely on a blood test or brain scan, but that does not make the condition any less real. Recognising ADHD as a medical condition is important because it helps people access appropriate treatment, workplace or school support, and a clearer understanding of their difficulties.

• ADHD is a recognised medical condition
• It is also classed as a neurodevelopmental disorder
• Diagnosis is made through clinical assessment, not a single lab test

ADHD is primarily classified as a neurodevelopmental condition, although it is often discussed alongside mental health conditions because it can affect emotional wellbeing and can occur with anxiety, depression and other difficulties. A neurodevelopmental condition is one that relates to how the brain develops and functions, especially in areas such as attention, impulse control, planning and self-regulation. Many people with ADHD do experience mental health difficulties at some point, sometimes because unmanaged ADHD creates repeated stress, frustration, low self-esteem or burnout. This distinction matters because it affects the type of support people need, including diagnosis, treatment, coaching, medication, education and practical adjustments.

• ADHD is primarily a neurodevelopmental condition
• It can also affect mental health and emotional wellbeing
• People with ADHD may need support for both ADHD and co-existing difficulties

ADD is an older term that was once used to describe what is now generally understood as ADHD, particularly when inattentive symptoms were more noticeable than hyperactivity. Today, the recognised clinical term is ADHD. Modern frameworks describe ADHD in different presentations, including predominantly inattentive, predominantly hyperactive-impulsive, and combined. This means that someone can have ADHD without being especially outwardly hyperactive, but the diagnosis is still called ADHD.

• ADD is an older term
• The current clinical term is ADHD
• Someone can have ADHD without obvious hyperactivity

The main symptoms of ADHD fall into three broad areas: inattention, hyperactivity and impulsivity. Symptoms usually begin before the age of 12, although they may not be recognised until later. Inattention can include problems with sustaining focus, listening, organising tasks, remembering things and finishing what has been started. Hyperactivity may involve fidgeting, excessive movement, difficulty staying seated or, in older teenagers and adults, a feeling of inner restlessness. Impulsivity often shows up as interrupting others, blurting out answers, acting without thinking or finding it difficult to wait. These symptoms must be more severe than expected for a person's age, occur in more than one setting, and significantly affect everyday functioning.

• ADHD symptoms centre on inattention, hyperactivity and impulsivity
• Symptoms must be persistent and impairing to support diagnosis
• They must affect life in more than one setting

Inattention and hyperactivity are two different symptom groups within ADHD, although many people experience both. Inattention relates mainly to problems with focus, concentration, organisation and follow-through. A person may seem forgetful, easily distracted, likely to lose things, or unable to complete tasks that require sustained mental effort. Hyperactivity refers more to excessive movement, physical restlessness or difficulty staying still. In children, this may look like running about, fidgeting or being constantly on the go. In adults, it may feel more like inner agitation or always needing to be doing something. Some people are mainly inattentive, while others show a more hyperactive-impulsive pattern. Learn more about the different types of ADHD.

• Inattention is mainly about focus, memory and organisation
• Hyperactivity is mainly about restlessness and excess activity
• A person may experience one pattern more strongly than the other

Impulsivity in ADHD usually means acting, speaking or reacting before fully thinking through the consequences. In children, it may involve blurting out answers in class, interrupting games, or struggling to wait their turn. In teenagers and adults, impulsivity may look more like interrupting others, making quick decisions, spending impulsively, or taking risks without considering the outcome carefully. It is important to understand that impulsivity is not simply rudeness or poor self-discipline. In ADHD, it reflects difficulty with self-regulation and inhibitory control. This can have a real impact on relationships, work, study and daily life. Learn more about ADHD symptoms.

• Impulsivity means acting or speaking before thinking things through
• It can affect conversations, choices and behaviour
• In ADHD, it reflects a problem with self-regulation, not laziness

ADHD in adults often looks different from the childhood stereotype. Instead of obvious hyperactivity, adults may experience inner restlessness, disorganisation, poor time management, difficulty prioritising, forgetfulness, procrastination and inconsistent follow-through. Some adults also experience emotional frustration, overwhelm or low self-esteem after years of coping with difficulties they did not fully understand. Many adults are only diagnosed later in life because they developed coping strategies or simply were not recognised when they were younger.

• Adult ADHD often involves disorganisation, procrastination and restlessness
• Symptoms can affect work, home life and relationships
• Adults may be diagnosed later because symptoms were missed earlier on

In children, ADHD often shows up as ongoing difficulties with attention, impulse control and activity level that are more marked than expected for the child's age. Children with ADHD may struggle to sit still, concentrate, follow instructions, wait their turn or complete tasks. Some children are mainly inattentive and may seem dreamy or forgetful rather than obviously disruptive. Others are more clearly hyperactive-impulsive. ADHD can affect school performance, friendships and family life. See also our page on ADHD in teenagers.

• Children with ADHD may struggle with focus, sitting still and following instructions
• Some children are mainly inattentive, others more hyperactive-impulsive
• Symptoms must be persistent and impairing, not just occasional behaviour

ADHD is usually described in three presentations, sometimes informally called types. These are predominantly inattentive, predominantly hyperactive-impulsive, and combined presentation. The inattentive presentation tends to involve difficulties such as poor concentration, forgetfulness, disorganisation and being easily distracted. The hyperactive-impulsive presentation is more associated with restlessness, excessive movement, talking a lot, interrupting and difficulty waiting. Combined presentation includes significant symptoms from both groups. The pattern can also change over time. Learn more about all types of ADHD.

• ADHD has three recognised presentations
• They are inattentive, hyperactive-impulsive and combined
• The presentation helps describe how symptoms show up in daily life

Yes, a person's ADHD presentation can change over time. Symptoms and presentations may shift as a person grows older, even though the underlying condition remains ADHD. For example, a child who is very visibly hyperactive may later appear less outwardly active as a teenager or adult, but still experience inner restlessness, poor organisation, time management problems or impulsive decision-making. A change in presentation does not mean the person no longer has ADHD. Clinicians take this into account during assessment by looking at both current functioning and childhood history.

• ADHD presentations can change with age
• Visible hyperactivity may become less obvious over time
• Assessment looks at both current symptoms and earlier history

ADHD is diagnosed through a comprehensive clinical assessment carried out by a suitably qualified healthcare professional. There is no single laboratory test, scan or blood test that can confirm ADHD. During an assessment, the clinician will ask about current symptoms, how long they have been present, how they affect daily life, and whether they occur in more than one setting. They will also consider whether another condition such as anxiety, depression, autism or related conditions could better explain the symptoms.

• ADHD is diagnosed through a full clinical assessment
• There is no single medical test that confirms ADHD
• Diagnosis looks at symptoms, history and day-to-day impairment

No, there is no single test that can diagnose ADHD on its own. ADHD diagnosis should be made on the basis of a full clinical assessment, not a single questionnaire, brain scan or laboratory result. Clinicians may use rating scales, questionnaires or screening tools as part of the assessment, but these are used to support judgement rather than replace it. This careful approach helps reduce the risk of overlooking other explanations such as anxiety, depression, trauma, sleep disorders or learning difficulties, all of which can affect concentration and behaviour.

• There is no one-off test for ADHD
• Questionnaires can help, but they do not diagnose ADHD alone
• Diagnosis depends on clinical judgement and full assessment

ADHD should be diagnosed by a qualified specialist with training and expertise in recognising and assessing the condition. This may include psychiatrists, specialist paediatricians, or other clinicians with expertise in ADHD assessment. In children and young people, assessment may involve paediatric or child mental health services. In adults, diagnosis is often carried out by psychiatrists or specialist adult ADHD services. The formal diagnosis is normally made by a specialist rather than in a brief routine appointment. A good diagnostic process should feel thorough, evidence-based and tailored to the individual.

• ADHD should be diagnosed by a trained specialist
• This may include psychiatrists or specialist paediatric clinicians
• The diagnosis should be based on expert, thorough assessment

Yes, adults can be diagnosed with ADHD, and this is becoming increasingly common. Many adults are only diagnosed later in life, often after years of struggling with focus, organisation, procrastination, restlessness or emotional overwhelm without understanding why. A person does not need to have been formally diagnosed as a child for adult ADHD to be recognised. In many cases, symptoms were missed, misunderstood or masked by coping strategies. Recognising ADHD in adulthood can be extremely important, because it may help explain long-standing difficulties and open the door to treatment, workplace adjustments, therapy and more appropriate support.

• Adults can be diagnosed with ADHD
• A childhood diagnosis is not required for adult assessment
• Clinicians still look for evidence of earlier-life symptoms

An ADHD assessment is usually a detailed clinical appointment, or series of appointments, designed to build a full picture of a person's symptoms, history and day-to-day functioning. The clinician will ask about attention, impulsivity, restlessness, organisation, emotional regulation, education, work, relationships and how long the difficulties have been present. They will usually explore childhood history as well. For children and young people, information from parents, carers and schools may be relevant. A good assessment is not simply a box-ticking exercise. It is intended to understand whether ADHD fits the person's experience and whether any other condition might better explain the symptoms.

• An ADHD assessment is a detailed clinical review
• It looks at current symptoms, life impact and earlier history
• Questionnaires may support the process, but do not replace clinical judgement

There is usually no special preparation needed before an ADHD assessment, but it can be helpful to spend a little time thinking about the difficulties you experience and how long they have been present. It is often useful to consider examples from school, work, home life, relationships and daily routines. You do not need to try to present yourself in a certain way. The best preparation is simply to be honest and ready to talk openly about the areas you find difficult. The purpose of the assessment is to understand your real experience, not to catch you out.

• No special preparation is usually required
• It helps to think about real-life examples of your difficulties
• Honest, practical information is more useful than trying to perform well

In most cases, yes. ADHD is generally understood as a neurodevelopmental condition, which means symptoms are expected to have been present earlier in life. Clinicians often ask about childhood behaviour, school experiences, concentration, restlessness, forgetfulness and any early concerns raised by parents or teachers. For adults, this does not mean you must have had a formal childhood diagnosis. Many adults are only identified later because their symptoms were missed, masked or misunderstood. If your childhood history is not clear, that does not automatically rule ADHD out. Learn more about the diagnostic process.

• ADHD assessments usually include childhood history
• A childhood diagnosis is not required
• Early-life information helps show whether the pattern is long-standing

After the assessment is completed, the clinician will usually explain their findings and outline the next steps. If the diagnostic criteria for ADHD are met, the person may receive a formal diagnosis along with information about treatment options, support strategies and any relevant follow-up care. If the assessment does not support a diagnosis of ADHD, that does not mean the person's difficulties are not real. It may mean that another condition better explains the symptoms, or that further assessment is needed. The most important thing is that the assessment should lead to clarity, guidance and a sensible next step.

• The clinician should explain the outcome and next steps
• If ADHD is diagnosed, treatment and support options are usually discussed
• If ADHD is not diagnosed, the assessor may suggest another explanation or referral

In many cases, yes. A formal ADHD diagnostic report may be useful when speaking to a GP, school, university, employer or another healthcare professional, particularly if the report clearly explains the diagnosis, symptoms, level of impairment and recommendations for support. For children and young people, a report may help schools understand the child's needs and consider appropriate adjustments. For adults, a report may support conversations about reasonable adjustments at work or access to further medical treatment. The cost of a private ADHD assessment is worth considering if NHS waiting times are long.

• A formal report may help with school, work or medical support
• A diagnostic report is usually more useful than a screening result alone
• It is worth asking what documentation will be provided after assessment

ADHD treatment usually involves a combination of support, practical strategies and, in some cases, medication. Care should be tailored to the individual's symptoms, level of impairment and personal circumstances. For some people, the most helpful parts of treatment may include psychoeducation, routines, organisational strategies, school support, workplace adjustments and help with emotional regulation. For others, medication may play a central role. Good treatment should look at the whole person, including any co-existing conditions such as anxiety, depression, autism or sleep problems.

• ADHD treatment may include medication, therapy and practical support
• Care should be tailored to the individual
• Treatment aims to improve daily functioning as well as symptoms

Yes, ADHD can be supported without medication, although the best approach depends on the person's age, symptoms and level of impairment. Non-medication support may include information and education about ADHD, environmental adjustments, and behavioural or psychological strategies. For children and young people, support may include changes at school, routines at home, and behavioural approaches. In adults, support may include structured planning systems, coaching-style strategies, talking therapies and help with co-existing anxiety or low mood. Some people manage well without medication, while others find that non-medication strategies work much better once medication helps them regulate attention and impulsivity. Learn more about ADHD treatment options.

• ADHD can be supported without medication
• Non-medication help may include education, routines and practical strategies
• The best approach depends on the person's symptoms and level of difficulty

The medicines used for ADHD generally fall into stimulant and non-stimulant groups. Commonly used stimulant treatments include methylphenidate and lisdexamfetamine. Non-stimulant options such as atomoxetine and guanfacine may be used when stimulants are not suitable, not tolerated or have not worked well enough. The choice of medication depends on age, symptoms, side effects, response to treatment and any other relevant health issues. Medicines should be started and monitored by a specialist with experience in ADHD. Learn more about ADHD medications and treatment.

• ADHD medicines include stimulant and non-stimulant options
• Common examples include methylphenidate, lisdexamfetamine, atomoxetine and guanfacine
• Medicines should be started and monitored by a specialist

Yes, therapy can be helpful for many people with ADHD, although it is usually most useful as part of a broader support plan. Approaches such as cognitive behavioural therapy (CBT), ADHD coaching and practical coping strategies may help with issues such as procrastination, low self-esteem, emotional regulation, stress, overwhelm, and the impact of years of living with unmanaged symptoms. Therapy may be especially valuable when someone also has anxiety or depression alongside ADHD. Therapy does not cure ADHD, but it can help people understand how ADHD affects them and build more effective ways of managing everyday challenges.

• Therapy can help with the practical and emotional impact of ADHD
• It may be especially useful for stress, low self-esteem and coping skills
• Therapy often works best as part of a wider treatment plan

Yes, school and workplace adjustments can make a meaningful difference for many people with ADHD. Helpful school adjustments might include clearer instructions, seating arrangements that reduce distraction, extra structure around tasks, movement breaks, support with organisation, or tailored approaches to deadlines. In the workplace, useful adjustments may include clearer written instructions, quieter working spaces, task prioritisation support, flexible structure, and strategies to break larger tasks into manageable steps. Adjustments are not about lowering standards; they are about reducing unnecessary barriers so that a person can function more effectively. See also our page on the cost of ADHD assessment.

• Adjustments can help at school, university and work
• Support may reduce distraction, overload and organisational barriers
• Practical changes can improve performance and day-to-day functioning

No online assessment can replace a formal clinical diagnosis. Our assessment is based on DSM-5 criteria and the WHO ASRS v1.1 scale. A positive result is a strong indicator that a full professional assessment is warranted, and that is exactly what our consultation service provides.

The assessment takes approximately 18 minutes to complete. You will receive instant results on-screen along with a personalised symptom summary and a recommendation on whether a professional consultation would be beneficial.

After the assessment you receive instant results. You then have the option to book a professional consultation. Once you have paid and completed the intake form, your assessor will conduct a 60-minute session to discuss findings and provide personalised next steps.

Our Professional consultation starts from £149 and our Comprehensive package from £299. All pricing is displayed transparently before you commit. There are no hidden charges. You can also read our full guide to the cost of a private ADHD assessment.

Yes. Our Comprehensive package includes a formal written report and support letter that can be submitted to employers, universities, or disability services to access reasonable adjustments, academic accommodations, or specialist referrals.

Yes. Our service is fully online and accessible worldwide. Consultations are conducted via secure video call across 40+ countries, working across time zones to accommodate all locations.

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