School Collaboration on ADHD (Fostering Collaboration with Teachers)

Children with ADHD spend a large part of their day at school. It is precisely there that problems with concentration, restlessness, and impulsivity often become particularly apparent. School collaboration means that parents and the school work as a team so that the child can learn and feel more comfortable in the classroom.

This involves regular communication between parents, the homeroom teacher, subject teachers, and, if necessary, the school administration. The goal is to reach realistic agreements: Who observes what? What kind of support does the child need in class? Which rules apply similarly at home and at school? Specialized agencies emphasize that determining a child’s support needs should be a collaborative process involving the relevant teachers and parents. In this process, parents are experts on their own child—not supplicants.

ADHD has a significant impact on everyday school life. Academic difficulties sometimes don’t become apparent until after elementary school, when the demands increase. Many children rub people the wrong way, end up playing the role of class clown or scapegoat, and experience rejection. This can erode their self-esteem and, in the worst-case scenario, lead to withdrawal, school anxiety, or depression.

When parents and school work together, this downward spiral can be slowed. Teachers who understand that the behavior stems from a disorder—not ill will—respond with greater calm and more targeted support. Parents, in turn, learn how their child is truly faring in class. This leads to joint strategies rather than mutual blame.

Accommodations are intended to compensate for the fact that a child learns and is tested under more difficult conditions due to his or her disability. There is currently no legal entitlement in Germany based solely on an ADHD diagnosis, and regulations vary from state to state. However, various measures are possible on a case-by-case basis.

• Extended time for class tests and exams
• Oral rather than written assessments
• Technical aids such as a laptop
• A quieter workspace or breaks during the task
• Tasks broken down into smaller steps

Parents apply to the school for accommodations, often based on medical or psychological reports. The school decides, following a conference, whether and how accommodations will be granted. Important to know: Accommodations change the conditions. The academic expectations themselves remain the same. It is generally not noted on the report card.

A good conversation begins before the meeting. Make a note of specific observations and one or two realistic goals beforehand. A long list of complaints won’t help. Actively ask the teacher about their observations, because a child’s behavior at home may differ from their behavior in class.

In the classroom, clear structures, a low-stimulus seating arrangement, immediate praise for positive behavior, and clear, calmly enforced consequences have proven effective. Such agreements work best when they are simple and verifiable—for example, an agreed-upon signal when the child wanders off topic, or a communication notebook shared between the school and home. Appropriate learning strategies for ADHD can be coordinated between home and the classroom. At the end of the meeting, agree on who will implement what by when, and schedule a brief follow-up meeting to make any necessary adjustments.

If parents and teachers are unable to make progress on their own, school psychological counseling can help. It is free of charge, impartial, and subject to confidentiality. School psychologists provide guidance on support options, facilitate difficult conversations, and offer assistance in determining whether special education services or a school support specialist is appropriate.

School is just one component of this process. According to current understanding, ADHD is most effectively managed through multimodal therapy, which—depending on the severity—combines counseling, behavioral therapy, parent training, and, if necessary, medication. Parenting counseling centers and social pediatric centers can also be involved. An individualized support plan outlines who is responsible for which part and makes the collaboration clear to everyone involved.

Initiate a conversation early on—don’t wait until grades start to drop or your child no longer wants to go to school in the morning. Signs that it’s time to talk include ongoing conflicts in class, a noticeable decline in performance, social withdrawal, or if your child is visibly struggling with the situation. The first points of contact are the homeroom teacher, the school counseling service, and your child’s pediatrician’s office.

Rückenwind Eltern provides coaching to help you prepare for these conversations, clarify roles, and stay calmer in everyday life. This support is not a substitute for treatment. A diagnosis of ADHD and the decision regarding therapy should be made exclusively by a child and adolescent psychiatrist or a medical or psychotherapeutic specialist.