adhd100

100 things that help with ADHD. Each one says how sure the science is.

For adults with ADHD and parents of kids who have it. Only 4 of 100 rest on high certainty evidence. Nothing here has strong long term evidence, medication included.

Ordered by expected benefit for everyone.

The list

  1. 1
    Discuss methylphenidate for your childHigh certaintyADHD evidenceFirst medication option, with strong evidence it reduces school age children's symptoms.you do thisSome effortCareMedication
    Children and teens: medium symptom improvement vs placebo over about 12 weeks (SMD 0.762) (BMJ / Gosling et al., 2025)Benefit 92
    Discuss methylphenidate for your child: details
    0.760.56 to 0.97clinician-rated core ADHD symptom improvement in youthvs placebo; 6 trials, 1038 people. BMJ / Gosling et al., 20250.2 is a small effect, 0.5 medium, 0.8 large. The bar is the 95% confidence interval.

    High certainty, ADHD evidence

    • Enough good trials that more research is unlikely to change this number much.
    • Measured in people with ADHD.
    • 6 trials
    • 1038 people
    • children and teens
    • clinician rated
    • about 12 weeks
    • measured on core ADHD symptoms

    EBI re-estimation: 6 trials, 1038 children and adolescents, short term; NICE NG87 1.7.7 first-line medicine. See this row on the evidence map

    Why it matters

    • Methylphenidate changes brain signalling involved in attention and behaviour.
    • EBI rates the evidence high certainty: clinicians scored symptoms in school age children and adolescents 0.762 SMD better than on placebo, a standardised score gap rather than a percentage.
    • That covers about 12 weeks, or the end of the trial, so lasting benefit is not proven.
    • Cochrane's 2025 review used different methods and rated its evidence very low certainty (teacher-rated SMD 0.74, 21 trials), so the high rating holds for the EBI analysis only.

    How to do it

    1. Ask whether methylphenidate, which NICE recommends as the first medicine for children aged 5 and over, fits your child's needs.
    2. Bring one or two real examples of what your child wants treatment to help with.
    3. Talk through what it should help, the side effects, and how the clinician will check both.
    4. Settle how your child, your family and the school will report changes at follow-up.
    • Only a qualified prescriber can decide whether methylphenidate suits your child.
    • The estimate is for school age children and does not apply to preschoolers.

    Sources

    Own page for this item

  2. 2
    Discuss methylphenidate as an adultHigh certaintyADHD evidenceA guideline medicine for adults, with evidence it improves symptoms short term.you do thisSome effortCareMedication
    Adults: small improvement in self-rated symptoms vs placebo over about 12 weeks (SMD 0.343) (BMJ / Gosling et al., 2025)Benefit 89
    Discuss methylphenidate as an adult: details
    0.340.26 to 0.43self-rated core ADHD symptom improvement in adultsvs placebo; 13 trials, 2944 people. BMJ / Gosling et al., 20250.2 is a small effect, 0.5 medium, 0.8 large. The bar is the 95% confidence interval.

    High certainty, ADHD evidence

    • Enough good trials that more research is unlikely to change this number much.
    • Measured in people with ADHD.
    • 13 trials
    • 2944 people
    • adults
    • self rated
    • about 12 weeks
    • measured on core ADHD symptoms

    EBI re-estimation: 13 trials, 2944 adults, short term self-ratings; NICE NG87 1.7.11 first-line medicine. See this row on the evidence map

    Why it matters

    • Methylphenidate acts on brain signalling involved in attention and behaviour.
    • In EBI, adults rated their own symptoms 0.343 SMD better than on placebo, with high certainty, and the clinicians' ratings of improvement carry moderate certainty.
    • The trials ran about 12 weeks or to their endpoint, so long term benefit is not established.
    • NICE lists it with lisdexamfetamine as a first-line medicine for adults, yet more people left the trials because of adverse effects than on placebo, which is why the choice is a talk about benefits and harms.

    How to do it

    1. Ask your ADHD clinician plainly whether methylphenidate suits you.
    2. Say which parts of work, study or home life you want treatment to improve.
    3. Go through your medical history, any other medicines, and what worries you about side effects.
    4. Before you leave, find out what to bring to follow-up and who to contact between appointments.
    • Whether it suits you, and the prescribing, are decisions for a qualified clinician.
    • Bring your health history and every medicine you take, including ones bought without a prescription.

    Sources

    Own page for this item

  3. 3
    Request your child's ADHD assessmentGuideline advice, not formally gradedADHD evidenceAn assessment across home and school helps identify ADHD and other reasons your child may be struggling.you do thisBig commitmentCareAssessment
    Assess concerns using information from more than one setting (American Academy of Pediatrics, 2019)Benefit 88
    Request your child's ADHD assessment: details

    Assess concerns using information from more than one setting

    Guideline advice, not formally graded, ADHD evidence

    • Recommended by ADHD clinical guidelines, but nobody has pooled the trials and graded how sure they are.
    • Guideline advice is a considered judgement, not a measured certainty.
    • Measured in people with ADHD.

    AAP 2019 key action statements 1 and 2 (AAP evidence grade B, strong recommendation); AAP grades are not GRADE certainty.

    Why it matters

    • A good child assessment pulls together your child's developmental history, their own experience, and reports from more than one setting.
    • The AAP recommends evaluating children who have persistent attention or behaviour concerns and impairment, and checking for other possible causes along the way.
    • No single test confirms ADHD, and support does not have to wait for the final diagnosis.

    How to do it

    1. Contact your child's healthcare provider and name the specific learning or behaviour concerns.
    2. Ask a teacher or childcare worker to write down what they see in their setting.
    3. Bring the developmental history, plus any hearing, vision or learning assessments that bear on it.
    4. Find out how your child will be included, and what help can start while the assessment is pending.
    • A qualified clinician should tell ADHD apart from normal developmental variation and other conditions.
    • Assessment routes differ between countries.

    Sources

    Own page for this item

  4. 4
    Ask for an adult ADHD assessmentGuideline advice, not formally gradedADHD evidenceA thorough assessment can explain persistent difficulties and point to suitable care.you do thisBig commitmentCareAssessment
    Seek help when symptoms affect study, work or relationships (NHS, 2025)Benefit 86
    Ask for an adult ADHD assessment: details

    Seek help when symptoms affect study, work or relationships

    Guideline advice, not formally graded, ADHD evidence

    • Recommended by ADHD clinical guidelines, but nobody has pooled the trials and graded how sure they are.
    • Guideline advice is a considered judgement, not a measured certainty.
    • Measured in people with ADHD.

    NICE NG87 1.2.10 recommends specialist assessment for adults meeting its criteria; NHS guidance agrees; no GRADE rating for the pathway.

    Why it matters

    • ADHD assessment looks at how symptoms affect your life now and whether they were present in childhood.
    • Interviews, health history and information from someone who knows you help distinguish ADHD from other explanations.
    • NHS guidance supports seeking help when difficulties affect work, study or relationships, and NICE recommends specialist assessment when symptoms began in childhood, have persisted and cause at least moderate impairment.
    • This is a care recommendation, not a measured percentage benefit.

    How to do it

    1. Tell your primary care clinician which everyday difficulties made you seek help.
    2. Bring examples from your life now and from childhood, plus any school reports you already have.
    3. Note down sleep problems, mood symptoms, other health conditions and medicines for the assessor.
    4. Ask who assesses adult ADHD locally and what support you can get while you wait.
    • An online screener cannot confirm ADHD.
    • A qualified clinician has to weigh your symptoms, impairment and other possible causes.

    Sources

    Own page for this item

  5. 5
    Plan titration with your clinicianGuideline advice, not formally gradedADHD evidencePlanned check-ins on benefits and side effects help your clinician tune treatment.you do thisSome effortCareMonitoring
    Titrate medication to useful benefit with tolerable adverse effects (American Academy of Pediatrics, 2019)Benefit 85
    Plan titration with your clinician: details

    Titrate medication to useful benefit with tolerable adverse effects

    Guideline advice, not formally graded, ADHD evidence

    • Recommended by ADHD clinical guidelines, but nobody has pooled the trials and graded how sure they are.
    • Guideline advice is a considered judgement, not a measured certainty.
    • Measured in people with ADHD.

    AAP key action statement 6 (AAP evidence grade B, strong recommendation) and NICE NG87 1.7.26 to 1.7.27; no GRADE certainty for the process.

    Why it matters

    • Titration means your clinician adjusts treatment step by step while checking whether it helps and what unwanted effects appear.
    • The AAP recommends aiming for the most useful benefit with adverse effects you can tolerate.
    • NICE recommends recording symptoms, impairment and adverse effects at each dose change and reviewing progress regularly with a specialist.
    • There is no universal best dose or fixed timetable, and these recommendations put no number on the benefit of keeping a symptom record.

    How to do it

    1. Before the titration review, agree the main problems treatment should help with.
    2. Ask what the clinic wants to hear about symptoms and side effects, and use its form if it has one.
    3. Include what has changed in sleep, appetite, mood and how your days go.
    4. Confirm the next review date and how to reach the team if something goes wrong before then.
    • The prescriber directs every medication change.
    • Report worrying effects promptly instead of waiting for the next routine review.

    Sources

    Own page for this item

  6. 6
    Ask about amphetamine alternativesModerate certaintyADHD evidenceAn option for some children when the first stimulant hasn't helped enough.you do thisSome effortCareMedication
    Children and teens: large symptom improvement vs placebo over about 12 weeks (SMD 1.024) (BMJ / Gosling et al., 2025)Benefit 84
    Ask about amphetamine alternatives: details
    1.020.67 to 1.38clinician-rated core ADHD symptom improvement in youthvs placebo; 5 trials, 876 people. BMJ / Gosling et al., 20250.2 is a small effect, 0.5 medium, 0.8 large. The bar is the 95% confidence interval.

    Moderate certainty, ADHD evidence

    • The number is probably close, but more research could move it.
    • Measured in people with ADHD.
    • 5 trials
    • 876 people
    • children and teens
    • clinician rated
    • about 12 weeks
    • measured on core ADHD symptoms

    EBI re-estimation: 5 trials, 876 children and adolescents, short term; NICE NG87 1.7.8 second-line option. See this row on the evidence map

    Why it matters

    • Amphetamine medicines act on brain signalling involved in attention and impulse control.
    • In children and adolescents, EBI found a large improvement in clinician-rated symptoms, 1.024 SMD versus placebo, with moderate certainty, over about 12 weeks or to trial endpoint.
    • That does not make amphetamines the best choice for every child.
    • NICE suggests considering lisdexamfetamine after a 6-week methylphenidate trial that did not help enough, and more children than on placebo stopped because of adverse effects, so tolerability belongs in the conversation.

    How to do it

    1. Give the clinician a summary of what previous treatment did, good and bad.
    2. Ask whether the current treatment has been given a fair assessment before switching is discussed.
    3. Talk about why a different stimulant might suit your child better, and what the new monitoring would involve.
    4. Bring your child's own preferences and the school's feedback into the decision.
    • These are clinician-led alternatives, not interchangeable medicines.
    • Appetite, sleep and cardiovascular effects need review; the youth estimate does not describe adult efficacy.

    Sources

    Own page for this item

  7. 7
    Ask about atomoxetine as an adultHigh certaintyADHD evidenceA nonstimulant with solid evidence, if stimulants don't suit or help enough.you do thisSome effortCareMedication
    Adults: small improvement in self-rated symptoms vs placebo over about 12 weeks (SMD 0.368) (BMJ / Gosling et al., 2025)Benefit 80
    Ask about atomoxetine as an adult: details
    0.370.27 to 0.47self-rated core ADHD symptom improvement in adultsvs placebo; 7 trials, 1734 people. BMJ / Gosling et al., 20250.2 is a small effect, 0.5 medium, 0.8 large. The bar is the 95% confidence interval.

    High certainty, ADHD evidence

    • Enough good trials that more research is unlikely to change this number much.
    • Measured in people with ADHD.
    • 7 trials
    • 1734 people
    • adults
    • self rated
    • about 12 weeks
    • measured on core ADHD symptoms

    EBI re-estimation: 7 trials, 1734 adults; high certainty applies specifically to short term self-ratings; NICE NG87 1.7.15. See this row on the evidence map

    Why it matters

    • Atomoxetine is a nonstimulant medicine that affects noradrenaline signalling.
    • EBI found a 0.368 SMD improvement in adults' self-rated symptoms versus placebo, with high certainty, but clinician-rated evidence was very low certainty.
    • These findings concern about 12 weeks or trial endpoint, and do not establish long term benefit.
    • NICE recommends it for adults who cannot tolerate, or have not been helped by, lisdexamfetamine and methylphenidate; more participants withdrew because of adverse effects than with placebo.

    How to do it

    1. Ask whether a nonstimulant makes sense given your previous treatment and medical history.
    2. Bring a short account of what stimulants did for you, the side effects, or why they may not suit you.
    3. Ask how long the clinician expects it to take before you can judge whether it helps.
    4. Talk through possible unwanted effects and set up a review plan.
    • A clinician should decide whether it suits you, check interactions and plan monitoring.
    • This adult estimate cannot be assumed to apply to children or to every outcome.

    Sources

    Own page for this item

  8. 8
    Prepare a medication safety reviewGuideline advice, not formally gradedADHD evidenceYour full health and medicine history lets the prescriber choose and monitor ADHD treatment safely.you do thisQuick winCareAssessment
    Full health and heart assessment before starting medication (NICE, 2019)Benefit 80
    Prepare a medication safety review: details

    Full health and heart assessment before starting medication

    Guideline advice, not formally graded, ADHD evidence

    • Recommended by ADHD clinical guidelines, but nobody has pooled the trials and graded how sure they are.
    • Guideline advice is a considered judgement, not a measured certainty.
    • Measured in people with ADHD.

    NICE NG87 1.7.4 to 1.7.6 (committee consensus informed by very low to moderate quality safety evidence) and AAP medication safety guidance.

    Why it matters

    • Whether a medicine suits you depends on more than the ADHD diagnosis.
    • The AAP and NICE call for your medical history and physical checks before prescribing, including a heart assessment, and NICE says an ECG is needed only when specific heart features are present.
    • Telling the prescriber about other medicines and other conditions helps catch interactions or anything that needs a closer look.

    How to do it

    1. List every prescribed medicine, anything you buy without a prescription, and supplements.
    2. Tell the clinician about heart symptoms, fainting, and heart problems in your family.
    3. If they apply to you, mention other mental health conditions, worries about substance use, and plans for pregnancy.
    4. Ask which baseline measurements or extra assessments you need and who will arrange them.
    • A qualified prescriber decides whether treatment suits you and which tests are needed.
    • A normal screening result does not replace follow-up, and new symptoms still need reporting.

    Sources

    Own page for this item

  9. 9
    Book your treatment reviewGuideline advice, not formally gradedADHD evidenceRegular reviews match your care to current needs, benefits and side effects.you do thisQuick winCareMonitoring
    At least 1 ADHD medication review each year (NICE, 2019)Benefit 79
    Book your treatment review: details
    at most 1 year maximum routine interval between full medication reviewsNICE NG87 recommendation 1.10.1 NICE, Attention deficit hyperactivity disorder: diagnosis and management (NG87), recommendations

    Guideline advice, not formally graded, ADHD evidence

    • Recommended by ADHD clinical guidelines, but nobody has pooled the trials and graded how sure they are.
    • Guideline advice is a considered judgement, not a measured certainty.
    • Measured in people with ADHD.

    NICE NG87 1.10.1 annual review recommendation; a care standard, not a rated treatment-effect estimate.

    Why it matters

    • ADHD treatment needs can change as school, work, health and responsibilities change.
    • NICE recommends a medication review at least once a year, covering how well treatment works through the day, adverse effects, preferences and whether treatment is still needed; the NHS describes yearly check-ups.
    • This is a minimum interval, not a reason to postpone help when treatment is causing problems.

    How to do it

    1. Check when your last full medication review was and who is responsible for the next one.
    2. Bring a short account of what treatment helps with and what is still hard.
    3. Discuss new health conditions, life changes and any unwanted effects.
    4. Ask for a written plan identifying follow-up, monitoring and who will prescribe.
    • New problems or side effects mean an earlier review, not a wait.
    • Medication decisions belong with your prescriber.

    Sources

    Own page for this item

  10. 10
    Ask for anxiety and depression careGuideline advice, not formally gradedADHD evidenceTell your clinician about persistent anxiety or depression, so care covers it.you do thisSome effortCareCombined care
    Treat co-occurring conditions or refer for appropriate care (American Academy of Pediatrics, 2019)Benefit 78
    Ask for anxiety and depression care: details

    Treat co-occurring conditions or refer for appropriate care

    Guideline advice, not formally graded, ADHD evidence

    • Recommended by ADHD clinical guidelines, but nobody has pooled the trials and graded how sure they are.
    • Guideline advice is a considered judgement, not a measured certainty.
    • Measured in people with ADHD.

    AAP key action statement 7 (AAP grade C recommendation), NICE NG87 1.3.4 and 1.4.13, NHS adult guidance; no combined-treatment effect or GRADE rating claimed.

    Why it matters

    • Anxiety and depression can sit alongside ADHD, and they need their own assessment and treatment plan.
    • The AAP recommends treating co-occurring conditions within the clinician's expertise or referring on, and NICE includes coexisting conditions in every ADHD assessment.
    • NHS adult guidance adds that anxiety and depression can make ADHD symptoms worse.
    • Better control of ADHD symptoms does not mean a separate mood or anxiety disorder has been treated.

    How to do it

    1. Describe persistent worry, low mood or loss of interest, and what it does to your days or your child's.
    2. Say when these problems started and whether they line up with treatment changes or life events.
    3. Find out if you need a separate assessment or referral.
    4. Agree which clinician coordinates treatment and checks for interactions between medicines.
    • If you or your child has thoughts of suicide or is in immediate danger, help is available now: contact local emergency services or a crisis line.
    • New severe mood changes need prompt clinical assessment, including review of current medicines.

    Sources

    Own page for this item

  11. 11
    Ask about alpha-2 nonstimulant optionsHigh certaintyADHD evidenceA nonstimulant option for children, usually after stimulants. Rules differ by country.you do thisSome effortCareMedication
    Children and teens: medium symptom improvement vs placebo over about 12 weeks (SMD 0.635) (BMJ / Gosling et al., 2025)Benefit 78
    Ask about alpha-2 nonstimulant options: details
    0.640.48 to 0.79clinician-rated core ADHD symptom improvement in youthvs placebo; 8 trials, 1497 people. BMJ / Gosling et al., 20250.2 is a small effect, 0.5 medium, 0.8 large. The bar is the 95% confidence interval.

    High certainty, ADHD evidence

    • Enough good trials that more research is unlikely to change this number much.
    • Measured in people with ADHD.
    • 8 trials
    • 1497 people
    • children and teens
    • clinician rated
    • about 12 weeks
    • measured on core ADHD symptoms

    EBI re-estimation: pooled alpha-2 class, 8 trials, 1497 children and adolescents, short term clinician ratings; adult class evidence very low certainty; NICE NG87 1.7.10 and 1.7.17. See this row on the evidence map

    Why it matters

    • Guanfacine and clonidine act on alpha-2 adrenergic receptors.
    • EBI pooled the two and found clinician-rated symptoms in children and adolescents 0.635 SMD better than on placebo, with high certainty,
    • but that rating covers only this youth result over about 12 weeks or to trial endpoint, and the adult evidence for the class is very low certainty.
    • Pooling them does not make them interchangeable: NICE recommends guanfacine for children when stimulants were not tolerated or did not help, and clonidine only on specialist tertiary advice, while the AAP lists extended-release forms of both.
    • The AAP names sleepiness, low blood pressure and a slow heart rate among the possible adverse effects.

    How to do it

    1. Given how previous treatment went, ask your child's clinician whether an alpha-2 medicine fits.
    2. Pin down which medicine and which formulation you are talking about, and whether it is licensed for this use where you live.
    3. Ask who will check alertness, pulse and blood pressure, and how.
    4. Check how it would sit alongside any other medicine your child is prescribed.
    • A specialist must choose and supervise the medicine, and in the UK clonidine is used only on tertiary specialist advice.
    • Plan any change, stopping included, with the prescriber, because stopping suddenly can raise blood pressure.

    Sources

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  12. 12
    Request a school support planGuideline advice, not formally gradedADHD evidenceA written plan can coordinate support between your child, school and clinicians.you do thisSome effortCareSchool care
    Individualised school supports are a necessary part of treatment (American Academy of Pediatrics, 2019)Benefit 78
    Request a school support plan: details

    Individualised school supports are a necessary part of treatment

    Guideline advice, not formally graded, ADHD evidence

    • Recommended by ADHD clinical guidelines, but nobody has pooled the trials and graded how sure they are.
    • Guideline advice is a considered judgement, not a measured certainty.
    • Measured in people with ADHD.

    AAP key action statements 5b and 5c (AAP grade A); CDC notes limited evidence for specific accommodations.

    Why it matters

    • The AAP says educational interventions and individual school supports should be part of ADHD treatment.
    • A support plan names the barriers, the changes agreed and who provides the help.
    • US IEP and 504 plans are one version, other countries run different systems, and the evidence for each single accommodation is limited, so review what actually helps your child.

    How to do it

    1. Find out who at school coordinates support for pupils with additional needs.
    2. Describe what gets in the way of learning or taking part, including how your child sees it.
    3. Request an assessment of support needs and a written record of the help agreed.
    4. Agree who provides each support and when the plan gets reviewed.
    • Eligibility and legal procedures vary by country and school system.
    • An ADHD diagnosis does not automatically decide which plan or adjustments a child gets.

    Sources

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  13. 13
    Ask about CBT adapted for adult ADHDModerate certaintyADHD evidenceCBT can help adults manage symptoms, even when other treatment isn't enough.you do thisBig commitmentCareTherapy
    Adults: medium improvement in clinician-rated symptoms vs a waiting list or similar (SMD 0.528) (BMJ / Gosling et al., 2025)Benefit 77
    Ask about CBT adapted for adult ADHD: details
    0.530.29 to 0.77clinician-rated core ADHD symptom improvement in adultsvs passive control, such as waiting list; 5 trials, 265 people. BMJ / Gosling et al., 20250.2 is a small effect, 0.5 medium, 0.8 large. The bar is the 95% confidence interval.

    Moderate certainty, ADHD evidence

    • The number is probably close, but more research could move it.
    • Measured in people with ADHD.
    • 5 trials
    • 265 people
    • adults
    • clinician rated
    • about 12 weeks
    • measured on core ADHD symptoms

    EBI re-estimation: 5 trials and 265 adults; moderate certainty is specific to short term clinician ratings; NICE NG87 1.5.16 to 1.5.18. See this row on the evidence map

    Why it matters

    • CBT built for ADHD mixes structured skills practice with work on unhelpful thoughts and habits.
    • EBI found clinician-rated adult symptoms 0.528 SMD better than with passive controls, with moderate certainty, while self-rated results were very low certainty and most evidence was short term, about 12 weeks or to trial endpoint.
    • NICE suggests considering it when medication is not wanted, not tolerated or only partly helps, and longer lasting benefits are less certain.

    How to do it

    1. Look for a therapist who has delivered structured CBT for adults with ADHD before.
    2. Explain what you want therapy to help with and what treatment you already have.
    3. Ask how sessions are structured, what practice happens between them, the cost, and what happens when you miss a task.
    4. Agree with the therapist how you'll both judge progress.
    • Choose a qualified therapist and keep therapy connected to the rest of your care.
    • CBT does not require you to change medication yourself.

    Sources

    Own page for this item

  14. 14
    Arrange pulse and blood pressure checksGuideline advice, not formally gradedADHD evidenceRoutine cardiovascular checks help your clinician spot medication effects symptoms may miss.you do thisQuick winCareMonitoring
    Check pulse and blood pressure every 6 months (NICE, 2019)Benefit 76
    Arrange pulse and blood pressure checks: details
    every 6 months routine pulse and blood pressure monitoring intervalNICE NG87 1.8.9, plus checks before and after each dose change NICE, Attention deficit hyperactivity disorder: diagnosis and management (NG87), recommendations

    Guideline advice, not formally graded, ADHD evidence

    • Recommended by ADHD clinical guidelines, but nobody has pooled the trials and graded how sure they are.
    • Guideline advice is a considered judgement, not a measured certainty.
    • Measured in people with ADHD.

    NICE NG87 1.7.4 and 1.8.9; evidence review D: consensus schedule, safety evidence mostly very low to moderate quality.

    Why it matters

    • ADHD medicines can change heart rate and blood pressure, sometimes in different directions.
    • NICE recommends checking both before treatment, before and after each dose change, and every 6 months, though its own evidence review calls that schedule committee consensus, because most trials were short.
    • Monitoring does not mean everyone needs an ECG, and one odd reading does not prove a medicine is unsuitable.

    How to do it

    1. Find out who is responsible for your pulse and blood pressure checks.
    2. Make sure the checks around any recent changes your clinician made have been done.
    3. Tell the clinician about fainting, palpitations, or heart problems in you or your family.
    4. Ask how the results reach the prescriber and when the next check is due.
    • New chest pain, fainting or significant palpitations need prompt medical assessment.
    • A clinician should interpret readings and decide whether further tests are needed.

    Sources

    Own page for this item

  15. 15
    Ask about coexisting conditionsGuideline advice, not formally gradedADHD evidenceA targeted check can spot learning, language, autism or tic-related needs too.you do thisSome effortCareAssessment
    Screen for developmental and physical conditions alongside ADHD (American Academy of Pediatrics, 2019)Benefit 76
    Ask about coexisting conditions: details

    Screen for developmental and physical conditions alongside ADHD

    Guideline advice, not formally graded, ADHD evidence

    • Recommended by ADHD clinical guidelines, but nobody has pooled the trials and graded how sure they are.
    • Guideline advice is a considered judgement, not a measured certainty.
    • Measured in people with ADHD.

    AAP key action statement 3 (AAP evidence grade B, strong recommendation) and CDC diagnostic guidance; no GRADE certainty assigned to the pathway.

    Why it matters

    • An ADHD diagnosis does not explain every learning, communication or movement difficulty a child has.
    • The AAP recommends screening for co-occurring developmental and physical conditions, including learning and language disorders, autism and tics.
    • Finding extra needs can change the treatment and the school support plan, and a screen is a first check, not a second diagnosis.

    How to do it

    1. Tell the clinician about reading, language, communication or movement worries that keep coming back.
    2. Bring the school assessments or observations you have and let the clinician interpret them.
    3. Ask which concerns need a proper assessment and which can be watched for now.
    4. If extra needs are confirmed, ask for them to be written into the care plan and the school support plan.
    • Screening results need a clinician to interpret them.
    • ADHD, autism, learning conditions and tics can occur together, and none of them should be diagnosed or ruled out from a checklist alone.

    Sources

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  16. 16
    Ask for support with smokingNot ratedgeneral health evidencePlan a supported quit talk that considers your ADHD and past attempts.you do thisBig commitmentBodyTobacco
    Quitting smoking can add up to 10 years to life expectancy (CDC, 2024)Benefit 75
    Ask for support with smoking: details
    +10 years potential life-expectancy gain, up to this amountquitting smoking vs continuing CDC, Benefits of Quitting Smoking

    Not rated, general health evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in the general population.
    • ADHD trials of this do not exist or are too small.

    CDC smoking-cessation evidence and guidance with ADHD smoking-risk reviews; no source-specific GRADE rating for this action.

    Why it matters

    • In the general population, stopping smoking cuts cardiovascular, lung and cancer risks, and CDC reports it can add up to 10 years to life expectancy.
    • ADHD is associated with more smoking and substance-related problems, so support that's easy to reach matters more.
    • Counselling and medication together are effective general quit support, with your own choices made together with a clinician.

    How to do it

    1. Tell a clinician or stop-smoking adviser about your smoking and past quit attempts.
    2. Say when cravings hit hardest and what made earlier attempts hard.
    3. Ask which support and treatments suit your health, your medicines and what you prefer.

    Ask a clinician or pharmacist to go through treatment options and your medicines with you, including if you are pregnant.

    Sources

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  17. 17
    Arrange your child's growth checksGuideline advice, not formally gradedADHD evidenceRegular height, weight and appetite checks let the prescriber notice growth changes.you do thisQuick winCareMonitoring
    Measure children's height every 6 months (NICE, 2019)Benefit 74
    Arrange your child's growth checks: details
    every 6 months height monitoring interval for children taking ADHD medicationNICE NG87 recommendation 1.8.5 NICE, Attention deficit hyperactivity disorder: diagnosis and management (NG87), recommendations

    Guideline advice, not formally graded, ADHD evidence

    • Recommended by ADHD clinical guidelines, but nobody has pooled the trials and graded how sure they are.
    • Guideline advice is a considered judgement, not a measured certainty.
    • Measured in people with ADHD.

    NICE NG87 1.8.5 growth monitoring recommendation (committee consensus), NHS medicine guidance and AAP adverse-effect discussion.

    Why it matters

    • Some ADHD medicines can reduce appetite and affect growth, so the trend on the chart matters as well as how your child feels.
    • NICE recommends measuring height every 6 months and plotting height and weight on a growth chart.
    • Weight is checked more often in children 10 and under and early in treatment, so ask for your child's own schedule rather than assuming all checks are twice yearly.

    How to do it

    1. Ask the prescriber who will measure your child's height and weight and plot them.
    2. Confirm the schedule for weight checks, including the more frequent ones for younger children.
    3. Tell the clinician about changes in appetite or any worries about growth.
    4. Bring any measurements you already have and ask what the trend means.
    • A clinician should read the growth chart and decide how treatment responds to it.
    • Raise appetite or growth worries without changing the medication yourself.

    Sources

    Own page for this item

  18. 18
    Plan a pregnancy medication reviewNot ratedgeneral health evidenceA planned talk weighs your treatment's benefit against each medicine's pregnancy unknowns.you do thisSome effortCareMedication
    Discuss medication risks and benefits when pregnant or planning pregnancy (NHS, 2025)Benefit 74
    Plan a pregnancy medication review: details

    Discuss medication risks and benefits when pregnant or planning pregnancy

    Not rated, general health evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in the general population.
    • ADHD trials of this do not exist or are too small.

    NHS and UKTIS pregnancy safety guidance based on medicine-exposure evidence, not an ADHD pregnancy treatment trial.

    Why it matters

    • Pregnancy safety evidence comes mainly from observational studies of medicine exposure, rather than trials of ADHD care in pregnancy.
    • The decision matters with ADHD because treatment may support daily functioning, and NHS guidance says those benefits should be weighed against possible risks.
    • Methylphenidate information cannot be assumed to apply to every ADHD medicine, and no single choice suits everyone.

    How to do it

    1. Tell your prescriber if you are planning a pregnancy or are pregnant.
    2. Ask for a review that includes your ADHD clinician and, where it makes sense, the maternity team.
    3. Bring all your current medicines and describe what treatment helps you do.
    4. Ask what the evidence says for your particular medicine, and what support and monitoring you'll have.
    • Contact your prescriber promptly about pregnancy or plans for one.
    • Medication decisions need a review of your own situation, and nothing here tells you to change treatment.

    Sources

    Own page for this item

  19. 19
    Build activity you enjoyNot ratedgeneral health evidenceMove in amounts you can manage, for your heart and overall health.you do thisSome effortBodyMovement
    Adults need 150 minutes of moderate activity a week (CDC, 2023)Benefit 73
    Build activity you enjoy: details
    at least 150 min/week moderate-intensity aerobic activity targetgeneral adult health guidance CDC, Adult Activity: An Overview

    Not rated, general health evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in the general population.
    • ADHD trials of this do not exist or are too small.

    General adult physical activity guidance and NHS adult ADHD self-care advice, with ADHD-specific observational health-risk evidence; EBI-ADHD has no adult physical-training row, so no ADHD symptom effect is claimed.

    Why it matters

    • Regular activity has established health benefits in the general population, including better cardiovascular health.
    • The NHS page on adult ADHD suggests making time for activity you enjoy.
    • In observational research ADHD is associated with more obesity and cardiovascular disease, which makes prevention matter more.
    • The adult activity target is general health advice, not an ADHD symptom-treatment dose.

    How to do it

    1. Pick walking, cycling, swimming or anything else you enjoy and can do safely.
    2. Build up from an amount that feels comfortable, in short bouts if long sessions are hard.
    3. Work toward the adult weekly guideline at your own pace, adapting where you need to.

    If a condition, pain or disability affects exercise, ask a clinician how to adapt it.

    Sources

    Own page for this item

  20. 20
    Bring alcohol into your health reviewNot ratedgeneral health evidenceGet support with drinking before it gets harder to manage.you do thisSome effortBodyAlcohol
    A GP is a good place to start if drinking causes problems (NHS, 2026)Benefit 73
    Bring alcohol into your health review: details

    A GP is a good place to start if drinking causes problems

    Not rated, general health evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in the general population.
    • ADHD trials of this do not exist or are too small.

    General NHS alcohol-support guidance and ADHD substance-risk reviews; no rated trial evidence for this appointment action.

    Why it matters

    • General health guidance says to get support when alcohol feels hard to control or causes problems.
    • ADHD reviews find higher rates of alcohol and substance problems, though the size of the link varies.
    • A factual talk about your drinking can point to the right support, and it doesn't assume everyone with ADHD has a drinking problem.

    How to do it

    1. Say how often you drink, how much, and what happens afterwards.
    2. Mention cravings, trouble controlling your drinking, or symptoms when the alcohol wears off.
    3. Ask a clinician or alcohol service what support fits your situation.
    • Alcohol withdrawal can be dangerous.
    • If you may be dependent, get medical advice before changing your drinking.
    • Seizures or hallucinations need emergency help.

    Sources

    Own page for this item

  21. 21
    Take talk of suicide seriouslyNot ratedADHD evidenceKnow how to ask directly, listen, and get someone to urgent support.you do thisSome effortMind and peopleSafety
    Asking about suicide does not increase suicidal thoughts (NIMH, 2024)Benefit 72
    Take talk of suicide seriously: details

    Asking about suicide does not increase suicidal thoughts

    Not rated, ADHD evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in people with ADHD.

    Longitudinal observational meta-analysis in ADHD (Tier 2) for risk; NIMH general suicide-prevention guidance for actions, with no ADHD-specific intervention estimate.

    Why it matters

    • In a meta-analysis of 9 longitudinal studies, children and teenagers with ADHD had about 3.3 times the odds of later suicidal thoughts or behaviour, with large differences between studies.
    • This association cannot predict any one person's future, and it does not make suicide inevitable.
    • NIMH's advice is to ask directly, listen without judging and help the person connect with support.
    • Studies show that asking does not increase suicidal thoughts.

    How to do it

    1. If you're worried, ask plainly and calmly whether they are thinking about suicide.
    2. Take the answer seriously and keep listening. Then help them reach a crisis service or a professional they trust.
    3. If there is immediate danger, call emergency services and stay with them if it is safe to.
    4. If these feelings are yours, tell someone directly and get help now. Don't carry it alone.
    • If you or someone else may act on suicidal thoughts, call your local emergency number now, or contact a crisis line or suicide prevention helpline in your country.
    • Do not wait for a scheduled appointment.

    Sources

    Own page for this item

  22. 22
    Plan the move to adult ADHD careGuideline advice, not formally gradedADHD evidenceAn early handover plan can clarify who provides your child's adult care.you do thisSome effortCareCare planning
    Introduce transition planning at about age 14 (American Academy of Pediatrics, 2019)Benefit 71
    Plan the move to adult ADHD care: details
    about 14 years of age age to introduce transition planningAAP recommendation for adolescent ADHD care American Academy of Pediatrics, Clinical Practice Guideline for the Diagnosis, Evaluation, and Treatment of ADHD in Children and Adolescents

    Guideline advice, not formally graded, ADHD evidence

    • Recommended by ADHD clinical guidelines, but nobody has pooled the trials and graded how sure they are.
    • Guideline advice is a considered judgement, not a measured certainty.
    • Measured in people with ADHD.

    AAP 2019 transition guidance (narrative text, not a key action statement) and NICE NG87 1.1.4 to 1.1.6; no GRADE effect rating.

    Why it matters

    • ADHD needs often continue beyond childhood even when the symptoms change.
    • The AAP recommends introducing transition planning around age 14 and focusing on it as school completion approaches, and NICE recommends reassessment at school-leaving age with a planned handover to adult services.
    • This is a continuity-of-care recommendation, not evidence for a measured symptom reduction from a handover checklist.

    How to do it

    1. Ask the current team when transition planning should start and which adult service might take over.
    2. Include what the young person wants, their preferences, and how involved they want the family to be.
    3. Request a written summary of the assessment, current treatment, the support that helps and the monitoring needed.
    4. Confirm the receiving service, where the referral stands, and who stays responsible until the handover happens.
    • Referral rules and ages differ by service and country.
    • Confirm with the clinical teams who carries on prescribing and monitoring.

    Sources

    Own page for this item

  23. 23
    Put medicines out of children's reachNot ratedgeneral health evidenceMake medicines, supplements and visitors' bags harder for children to reach.you do thisQuick winBodyInjury prevention
    Keep medicines where young children cannot reach or see (CDC, 2024)Benefit 70
    Put medicines out of children's reach: details

    Keep medicines where young children cannot reach or see

    Not rated, general health evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in the general population.
    • ADHD trials of this do not exist or are too small.

    General CDC storage guidance plus an ADHD poisoning meta-analysis; no formal rating for this household prevention action.

    Why it matters

    • General medicine-storage guidance cuts the chances of someone swallowing a medicine by accident.
    • ADHD poisoning research found higher risk in young people with ADHD, but the pooled estimates mixed different kinds of poisoning and don't measure what a storage change achieves.
    • Keeping medicines out of reach and sight is a practical prevention step, alongside the right supervision.

    How to do it

    1. Put medicines and supplements back in a secure place, out of children's reach and sight.
    2. Check safety caps are fully closed after use.
    3. Ask visitors to keep bags with medicines in them out of reach too.
    4. Ask a pharmacist about storage that keeps children safe and still lets you take medicines as prescribed.
    • If you suspect poisoning, get advice quickly from your local poison service or emergency care.
    • Changing where you store medicines does not change the instructions for taking them.

    Sources

    Own page for this item

  24. 24
    Mention your child's snoringGuideline advice, not formally gradedADHD evidenceTell your child's clinician about snoring or breathing pauses during sleep.you do thisQuick winBodySleep
    ADHD evaluation should screen for sleep apnea (American Academy of Pediatrics (Pediatrics), 2019)Benefit 70
    Mention your child's snoring: details

    ADHD evaluation should screen for sleep apnea

    Guideline advice, not formally graded, ADHD evidence

    • Recommended by ADHD clinical guidelines, but nobody has pooled the trials and graded how sure they are.
    • Guideline advice is a considered judgement, not a measured certainty.
    • Measured in people with ADHD.

    AAP 2019 ADHD guideline key action statement 3 (Grade B: strong recommendation) to screen for comorbid physical conditions including sleep apnea, plus ADHD sleep-disordered breathing reviews and NHS sleep apnoea guidance.

    Why it matters

    • The American Academy of Pediatrics guideline says an ADHD evaluation should at least screen for physical conditions such as sleep apnea.
    • Reviews find breathing problems in sleep are more common in children with ADHD, and the NHS notes children can get sleep apnoea too.
    • Checking doesn't mean the ADHD diagnosis was a mistake.
    • It makes sure a treatable sleep problem isn't missed.

    How to do it

    1. Note any loud snoring, pauses in breathing or gasping you've noticed while your child sleeps.
    2. Describe how your child seems during the day, including tiredness that a full night in bed doesn't fix.
    3. Ask the clinician whether your child's breathing in sleep should be checked.
    • Snoring alone does not diagnose sleep apnoea.
    • A clinician needs to assess it, and breathing pauses with marked daytime sleepiness need prompt review.

    Sources

    Own page for this item

  25. 25
    Ask for an appetite eating planNot ratedADHD evidenceTell your child's clinician about appetite or weight loss, then plan food.you do thisSome effortBodyFood
    An NHS trust: a dietician can give tailored advice if weight is a concern (Tees, Esk and Wear Valleys NHS Foundation Trust, 2024)Benefit 69
    Ask for an appetite eating plan: details

    An NHS trust: a dietician can give tailored advice if weight is a concern

    Not rated, ADHD evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in people with ADHD.

    NHS clinical nutrition advice for appetite problems in ADHD; no measured effect of the food-support plan or matching EBI row.

    Why it matters

    • ADHD medicines can reduce appetite, and NHS trust guidance describes how low intake can affect a child's growth and nutrition.
    • A clinician or dietitian can help you pick smaller meals, snacks or more nourishing foods when they fit.
    • This is practical help with a medicine-related eating problem, not evidence that a particular food treats ADHD.

    How to do it

    1. Tell the prescriber about eating less or a weight change now, instead of waiting for the next routine review.
    2. Bring examples of meals your child manages, and the times when eating goes better.
    3. Ask whether a dietitian can help plan meals and snacks that suit your child.
    4. Leave medicine decisions with the prescriber.
    • Weight loss or growth worries need a clinical review.
    • Any change to medicines or their timing must be agreed with the prescriber.

    Sources

    Own page for this item

  26. 26
    Protect your child's sleep timeNot ratedgeneral health evidenceAllow your child age-appropriate sleep, and don't treat bedtime struggles as misbehaviour.you do thisSome effortBodySleep
    Children 6 to 12 need 9 to 12 hours of sleep, teens 8 to 10 (CDC, 2024)Benefit 68
    Protect your child's sleep time: details
    at least 8 hours/night lower end of recommended sleep: 9 hours at ages 6 to 12, 8 hours at 13 to 17age-based guidance, not an ADHD treatment effect CDC, About Sleep

    Not rated, general health evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in the general population.
    • ADHD trials of this do not exist or are too small.

    General paediatric sleep consensus with ADHD-specific sleep-risk reviews; no GRADE rating for this action.

    Why it matters

    • Recommended sleep hours come from children in general, not from ADHD treatment trials.
    • Reviews show children with ADHD often have trouble at bedtime and broken sleep.
    • Protecting enough time for sleep supports health and how the day goes, but time in bed is not the same as time asleep.

    How to do it

    1. Look up your child's age in the CDC sleep table.
    2. Count back from the time they have to wake, and don't count settling down as sleep.
    3. Ask for help if your child has enough time in bed but still can't sleep, or is very sleepy during the day.

    Sources

    Own page for this item

  27. 27
    Ask which health checks are dueNot ratedgeneral health evidenceKeep heart and metabolic health on the list alongside your ADHD care.you do thisSome effortBodyPhysical health
    A health check reviews cardiovascular risk and how to reduce it (NHS, 2023)Benefit 67
    Ask which health checks are due: details

    A health check reviews cardiovascular risk and how to reduce it

    Not rated, general health evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in the general population.
    • ADHD trials of this do not exist or are too small.

    General NHS cardiovascular-risk assessment guidance plus ADHD obesity and cardiovascular observational reviews; no GRADE rating for this action.

    Why it matters

    • Guidance on assessing and preventing heart risk comes from the general population.
    • Observational research links ADHD with obesity and cardiovascular disease, although one large registry study found no link with cardiovascular disease in adults, and these associations don't show that ADHD causes either condition.
    • Ask which checks fit your age, symptoms and other risks, and don't assume ADHD on its own calls for extra tests.

    How to do it

    1. Bring your family history and any blood pressure, cholesterol or blood sugar results you have.
    2. Ask which cardiovascular or diabetes checks are appropriate under your local guidance.
    3. Talk about food, movement, smoking or weight, without making weight the only measure of health.
    4. Agree how you'll get results and what follow-up you need.
    • Who gets tested, and how often, varies by country and by personal risk.
    • New symptoms need a clinical assessment, not a wait for the routine check.

    Sources

    Own page for this item

  28. 28
    Ask for a sleep problem assessmentNot ratedADHD evidenceGet lasting sleep problems checked, including possible sleep disorders and medication effects.you do thisSome effortCareAssessment
    Sleep problems affect up to 70% of adults with ADHD (NIMH, 2024)Benefit 67
    Ask for a sleep problem assessment: details
    70 of every 100 adults with ADHD reported to have sleep problems, up to this proportionprevalence estimate, not a treatment effect NIMH, ADHD in Adults: 4 Things to Know

    Not rated, ADHD evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in people with ADHD.

    NIMH ADHD-specific prevalence summary and NHS clinical assessment advice; no effect of assessment quantified.

    Why it matters

    • NIMH reports sleep problems in up to 70% of adults with ADHD, so sleep deserves its own place in your care.
    • An assessment can look at trouble sleeping, daytime sleepiness, breathing symptoms and possible medicine effects.
    • NHS sleep apnoea advice is written for the general population, but it applies when an adult with ADHD also snores, gasps or is very sleepy in the day, and those symptoms should not just be put down to ADHD.

    How to do it

    1. Tell your clinician what the sleep problem is and what it does to your days.
    2. Mention loud snoring, gasping, pauses in breathing or severe daytime sleepiness.
    3. Bring a short account of sleep timing and any relationship to prescribed treatment.
    4. Ask whether a medication review, a sleep assessment or a specialist referral is the right next step.
    • Ongoing sleepiness, pauses in breathing or gasping need medical assessment.
    • If sleepiness makes driving unsafe, do not drive, and get clinical advice.

    Sources

    Own page for this item

  29. 29
    Keep a steady sleep windowNot ratedgeneral health evidenceGive sleep a predictable time, and get help if that stays hard.you do thisSome effortBodySleep
    Wake up at the same time each day (NHS, 2024)Benefit 67
    Keep a steady sleep window: details

    Wake up at the same time each day

    Not rated, general health evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in the general population.
    • ADHD trials of this do not exist or are too small.

    NHS general sleep guidance, NHS adult ADHD self-care advice and a meta-analysis of sleep in adults with ADHD; no formal certainty rating for this habit.

    Why it matters

    • General sleep guidance backs regular sleep and wake times over repeatedly cutting sleep short.
    • The NHS page on adult ADHD says a regular bedtime can help.
    • Adults with ADHD report more sleep difficulties than adults without ADHD, though objective sleep findings are less consistent.
    • A steady schedule can support sleep, but it is not a proven treatment for core ADHD symptoms or a cure for a delayed body clock.

    How to do it

    1. Pick a wake time you can usually keep that still leaves enough time for sleep.
    2. Keep the bedroom quiet and dark, and go to bed when you're sleepy.
    3. If falling asleep or waking stays hard, take your sleep pattern to a clinician.
    • If sleep problems persist or affect daily life, get assessed.
    • Medication changes belong with your prescriber.

    Sources

    Own page for this item

  30. 30
    Discuss cannabis use openlyNot ratedgeneral health evidenceMention cannabis at your health review, especially use for ADHD or sleep.you do thisSome effortBodyCannabis
    A GP can discuss drug problems and refer you to a local service (NHS, 2023)Benefit 66
    Discuss cannabis use openly: details

    A GP can discuss drug problems and refer you to a local service

    Not rated, general health evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in the general population.
    • ADHD trials of this do not exist or are too small.

    General CDC acute cognitive-effects guidance, ADHD cannabis-use-disorder meta-analysis and NHS support guidance; no GRADE rating.

    Why it matters

    • General-population evidence shows recent cannabis use can impair attention, memory and coordination.
    • A meta-analysis also found cannabis use disorder was more common in people with ADHD, though estimates varied a lot between settings.
    • That's reason enough to talk it through with a clinician, but it doesn't prove cannabis permanently worsens ADHD in every person, or that feeling calmer shows it's treating ADHD.

    How to do it

    1. Say how often you use cannabis, in what form, and what you hope it helps with.
    2. Mention memory problems, broken sleep or trouble controlling your use.
    3. Ask a clinician or drug-support service to assess you and talk through support options.
    • Talk about cannabis alongside your prescribed medicines and other substances.
    • This item does not recommend cannabis for ADHD and is not a plan for stopping without supervision.

    Sources

    Own page for this item

  31. 31
    Ask about bullying and exclusionNot ratedADHD evidenceHelp your child tell you when other kids hurt or exclude them.you do thisSome effortMind and peopleSafety
    46.9% of children with ADHD were reported as bullied, picked on or excluded (Journal of Attention Disorders, 2022)Benefit 65
    Ask about bullying and exclusion: details
    46.9 of every 100 parent-reported bullying, picking on or exclusion in US children with ADHD2016 to 2017 survey, not an intervention benefit Journal of Attention Disorders, Factors Associated With Bullying Victimization and Bullying Perpetration in Children and Adolescents With ADHD: 2016 to 2017 National Survey of Children's Health

    Not rated, ADHD evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in people with ADHD.

    Large US ADHD parent survey for prevalence; public-health guidance for responding, without an ADHD-specific intervention effect.

    Why it matters

    • In a US parent survey, 46.9% of children with ADHD were reported as bullied, picked on or excluded.
    • That is a broad survey measure, not a prediction for your child.
    • It is still a good reason to ask instead of waiting for them to bring it up.
    • Public-health guidance says to listen, check safety and work with adults at school on a response.

    How to do it

    1. Ask about particular places: lunch, the bus, the group chat.
    2. Stay calm, thank them for telling you, and check they are safe right now.
    3. Agree the next step with the school, then keep checking that the behaviour has stopped.
    • Seek urgent help for threats or injury.
    • Respond to harm whether your child was targeted, harmed others or both.

    Sources

    Own page for this item

  32. 32
    Support your child's tooth careNot ratedgeneral health evidenceKeep brushing and dental advice doable, especially with attention or sensory needs.you do thisSome effortBodyDental health
    Brush children's teeth at least 2 times daily (NHS, 2025)Benefit 65
    Support your child's tooth care: details
    at least 2 times/day toothbrushing with fluoride toothpastegeneral children's dental guidance NHS, Children's teeth

    Not rated, general health evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in the general population.
    • ADHD trials of this do not exist or are too small.

    General NHS dental-prevention guidance plus ADHD observational reviews with mixed findings; no GRADE rating for the action.

    Why it matters

    • Brushing with fluoride toothpaste helps prevent decay in children generally.
    • Reviews of ADHD and dental health suggest more difficulties, though a newer review found the size and consistency of the link uncertain.
    • Practical help with brushing and dental advice for your child are sensible prevention, not a treatment for ADHD.

    How to do it

    1. Help your child brush twice daily with fluoride toothpaste suited to their age, including before bed.
    2. Follow the NHS guide for their age on supervision and technique.
    3. Ask the dentist when the next check is due, and explain if your child finds brushing hard to tolerate.

    Ask a dentist about pain, persistent bleeding, injury or difficulty brushing; supervision and toothpaste use should suit your child's age.

    Sources

    Own page for this item

  33. 33
    Check your child's sports helmetNot ratedgeneral health evidenceMake protective gear part of active play; be clear about its limits.you do thisSome effortBodyInjury prevention
    Helmets should fit properly and be worn consistently and correctly (CDC, 2025)Benefit 65
    Check your child's sports helmet: details

    Helmets should fit properly and be worn consistently and correctly

    Not rated, general health evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in the general population.
    • ADHD trials of this do not exist or are too small.

    General CDC protective-equipment guidance with ADHD injury-risk reviews; no ADHD-specific helmet trial estimate.

    Why it matters

    • In children generally, helmets can reduce serious harm from head injuries, as long as they suit the activity and fit properly.
    • ADHD is associated with more accidental injuries, so dependable protection matters more.
    • A helmet cannot prevent every injury or guarantee protection against concussion.

    How to do it

    1. Check the helmet is made and certified for the activity.
    2. Use the CDC fitting guide for that activity and the maker's instructions.
    3. Check fit and condition, and help your child wear it every time they do the activity.
    • A helmet does not rule out concussion or other injury.
    • Get medical advice after a worrying head injury.

    Sources

    Own page for this item

  34. 34
    Notice lasting changes in moodNot ratedgeneral health evidenceRecognise when sadness, irritability or lost interest needs a conversation about help.you do thisSome effortMind and peopleMental health
    Major depression symptoms last at least 2 weeks (NIMH, 2024)Benefit 65
    Notice lasting changes in mood: details
    at least 2 weeks duration in the description of major depression, not a delay before helpsymptom-recognition threshold, not a self-diagnosis NIMH, Depression

    Not rated, general health evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in the general population.
    • ADHD trials of this do not exist or are too small.

    General NIMH and CDC symptom-recognition guidance, with NIMH evidence that ADHD often co-occurs with other mental disorders.

    Why it matters

    • ADHD and depression can happen together, so don't automatically put a change in mood down to ADHD.
    • NIMH describes major depression as depressed mood or loss of interest lasting at least two weeks and getting in the way of daily life.
    • In children it may look like irritability more than sadness.
    • Treat these as reasons to get help, not a checklist for diagnosing yourself or your child.

    How to do it

    1. Compare now with your usual: mood, enjoyment, how well you manage ordinary days.
    2. Tell someone you trust what has changed and how long it has been going on.
    3. Take those examples to a health professional, and go sooner if symptoms are severe.
    • This cannot diagnose depression.
    • For thoughts of suicide, seek help now: contact a crisis line or helpline in your country, and call your local emergency number if anyone is in immediate danger.

    Sources

    Own page for this item

  35. 35
    Ask for a diagnosis explanationGuideline advice, not formally gradedADHD evidenceUnderstanding your diagnosis and options lets you take part in care decisions.you do thisQuick winCareCare planning
    Discuss what the diagnosis means and what happens next (NHS, 2025)Benefit 65
    Ask for a diagnosis explanation: details

    Discuss what the diagnosis means and what happens next

    Guideline advice, not formally graded, ADHD evidence

    • Recommended by ADHD clinical guidelines, but nobody has pooled the trials and graded how sure they are.
    • Guideline advice is a considered judgement, not a measured certainty.
    • Measured in people with ADHD.

    NICE NG87 1.4.3 recommends a structured discussion after diagnosis; NHS guidance agrees; no trial effect or GRADE rating claimed.

    Why it matters

    • Psychoeducation means explaining ADHD, what the diagnosis means for you and what support is available.
    • NICE recommends a structured discussion after diagnosis covering treatment choices, school or work adjustments, driving and other practical issues, and NHS guidance says your specialist should explain what happens next.
    • This supports informed decisions, but these sources do not establish a numerical symptom benefit from a single information session.

    How to do it

    1. Ask the clinician to walk you through how the assessment led to the diagnosis.
    2. Pick the two questions that matter most to you, such as treatment choices or school support.
    3. Ask for a short written explanation you can go back to.
    4. If it's too much to take in at once, ask for a second conversation.
    • Use the conversation to understand the diagnosis and your options.
    • Treatment decisions should be made for you specifically, with your clinician.

    Sources

    Own page for this item

  36. 36
    Add gentle strength workNot ratedgeneral health evidenceBuild strength and mobility, starting from a point that suits your body.you do thisSome effortBodyMovement
    Include muscle-strengthening activity on at least 2 days each week (CDC, 2023)Benefit 64
    Add gentle strength work: details
    at least 2 days/week muscle-strengthening activity frequencygeneral adult health guidance CDC, Adult Activity: An Overview

    Not rated, general health evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in the general population.
    • ADHD trials of this do not exist or are too small.

    General CDC activity recommendations and NHS exercise guidance, with ADHD obesity association evidence; no formal certainty rating.

    Why it matters

    • Strength activity supports health and mobility in the general population.
    • Observational reviews find higher rates of obesity in adults with ADHD, which is a reason to look after physical health broadly.
    • This is general health advice, not evidence that strength exercises treat ADHD symptoms.

    How to do it

    1. Pick a few suitable movements from the NHS illustrated guide.
    2. Use a stable chair or other support as the guide shows, and build up gradually.
    3. Work toward strength activity on at least two days a week, adapting it if you need to.

    Get advice on adapting exercise if illness, injury, balance problems or pain get in the way.

    Sources

    Own page for this item

  37. 37
    Make regular meals easierNot ratedADHD evidenceAim for dependable meals, including a simple breakfast if mornings are hard.you do thisSome effortBodyFood
    Aim for a balanced diet and regular mealtimes (NHS, 2025)Benefit 64
    Make regular meals easier: details

    Aim for a balanced diet and regular mealtimes

    Not rated, ADHD evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in people with ADHD.

    NHS ADHD lifestyle guidance and general balanced-diet recommendations; no rated ADHD trial evidence for meal timing or protein breakfast.

    Why it matters

    • A balanced diet supports nutrition and health in the general population.
    • NHS ADHD advice specifically recommends regular meals, and the adult symptoms it describes include forgetfulness and trouble organising time.
    • An ordinary protein food like yoghurt, eggs or beans adds nutrients, but these sources do not establish a special high-protein breakfast as an ADHD treatment.

    How to do it

    1. Pick simple meals with familiar foods from different food groups.
    2. Add a protein food when it suits you, without chasing a special ADHD protein target.
    3. Lean on easy options like tinned beans, bread, yoghurt, fruit or frozen vegetables.
    4. Ask for dietary support if eating stays hard or your diet gets very restricted.

    Food allergies, swallowing problems, growth worries or an eating disorder need personal dietary advice.

    Sources

    Own page for this item

  38. 38
    Discuss substance risk with your teamGuideline advice, not formally gradedADHD evidenceHonest reviews can cover substance worries without assuming prescribed care causes addiction.you do thisSome effortCareCombined care
    Registry study: ADHD medication linked with less recorded substance misuse (rate ratio 0.85) (BMJ, 2025)Benefit 63
    Discuss substance risk with your team: details

    Registry study: ADHD medication linked with less recorded substance misuse (rate ratio 0.85)

    Guideline advice, not formally graded, ADHD evidence

    • Recommended by ADHD clinical guidelines, but nobody has pooled the trials and graded how sure they are.
    • Guideline advice is a considered judgement, not a measured certainty.
    • Measured in people with ADHD.

    NICE NG87 1.4.3 and 1.7.4 recommend the discussion and risk assessment; large ADHD-specific observational target-trial emulation, no GRADE rating and no causal prevention claim.

    Why it matters

    • A Swedish registry study of people with ADHD linked medication treatment with a lower rate of recorded substance misuse over two years, an adjusted rate ratio of 0.85.
    • It was an observational target-trial emulation, so it cannot prove the medication prevented misuse, or that misuse is impossible.
    • NICE recommends talking about the raised risk of substance misuse after diagnosis, and assessing the risk of misuse and diversion before medication starts.

    How to do it

    1. Tell the prescriber about substance use now and any past problems, including misuse of prescribed medicines.
    2. If you need help with both, ask how ADHD care and substance-use care can work together.
    3. Raise any worries about dependence, diversion, or being pressured to share your medicine.
    4. Agree who keeps an eye on the risks and how to reach the care team if things change.
    • Substance use and prescribing need an assessment of your own situation.
    • This finding does not support taking someone else's medicine, taking extra, or tackling substance problems without clinical help.

    Sources

    Own page for this item

  39. 39
    Ask for help with youth vapingNot ratedgeneral health evidenceGive your child a calm way to reliable information and professional support.you do thisSome effortBodyNicotine
    Ask a healthcare professional about help if your child vapes (CDC, 2024)Benefit 63
    Ask for help with youth vaping: details

    Ask a healthcare professional about help if your child vapes

    Not rated, general health evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in the general population.
    • ADHD trials of this do not exist or are too small.

    General CDC youth vaping guidance with ADHD nicotine-risk context; no formal certainty rating for this prevention conversation.

    Why it matters

    • General CDC guidance warns that nicotine addiction can affect concentration and sleep, and recommends supportive conversations with young people.
    • ADHD is associated with higher rates of smoking and substance problems, although older nicotine studies do not measure modern vaping specifically.
    • A conversation can open the door to help, without treating nicotine as an attention aid.

    How to do it

    1. Pick a calm moment and ask what your child knows or has noticed about vaping.
    2. Listen without criticising, and ask what they'd like to know.
    3. Ask a healthcare professional for reliable information and help if your child already vapes.
    • If your child uses nicotine, ask their healthcare professional about appropriate support.
    • Treatment choices for young people need individual advice.

    Sources

    Own page for this item

  40. 40
    Ask for tailored sleep supportNot ratedADHD evidenceGet help with your child's actual sleep problem, not generic bedtime rules.you do thisSome effortBodySleep
    Trial: sleep programme cut moderate or severe sleep problems by 25.7 percentage points at 3 months (BMJ, 2015)Benefit 62
    Ask for tailored sleep support: details

    Trial: sleep programme cut moderate or severe sleep problems by 25.7 percentage points at 3 months

    Not rated, ADHD evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in people with ADHD.

    Randomised trial in 244 children aged 5 to 12 with ADHD; no formal GRADE rating reported.

    Why it matters

    • In a trial of children with ADHD and sleep problems, a brief clinician-led sleep programme improved parent-reported sleep and modestly improved ADHD symptoms.
    • At three months, moderate or severe sleep problems were reduced by 25.7 percentage points compared with usual care.
    • By six months the sleep gap was smaller, 46% versus 34%, an adjusted 12.8 points, while the ADHD symptom gain held.
    • Parents knew which group their child was in, and the objective sleep-duration estimates were uncertain.

    How to do it

    1. Say whether the main problem is settling, pushing back at bedtime, or waking in the night.
    2. Ask your child's clinician about behavioural sleep support tailored to them.
    3. Bring the sleep strategies you have already tried and agree how progress will be reviewed.
    • Get clinical advice for sleep problems that persist.
    • Breathing pauses and marked daytime sleepiness need assessment.

    Sources

    Own page for this item

  41. 41
    Notice worry behind the behaviourNot ratedADHD evidenceWatch for fear and avoidance, not only the obvious ADHD signs.you do thisSome effortMind and peopleMental health
    About 40% of US children with ADHD also had anxiety in a parent survey (CDC, 2026)Benefit 62
    Notice worry behind the behaviour: details
    40 of every 100 parent-reported anxiety among US children with ADHD, approximatesurvey prevalence, not the benefit of this action CDC, Data on ADHD in Children

    Not rated, ADHD evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in people with ADHD.

    CDC ADHD survey data establish co-occurrence; general child mental-health guidance supports recognition and seeking help.

    Why it matters

    • CDC reports anxiety in about four in ten US children with ADHD in a national parent survey.
    • Anxiety can show up as irritability, stomach aches or avoiding school and play, so it can be mistaken for difficult behaviour.
    • Noticing the pattern can help you describe the problem to a professional, but does not establish a diagnosis.

    How to do it

    1. Ask gently what feels worrying, instead of assuming your child is refusing on purpose.
    2. Notice when fear or avoidance starts getting in the way at school, at home or with friends.
    3. Describe the pattern to your child's health professional and ask what they advise.
    • This cannot diagnose anxiety.
    • Get prompt help for severe distress, self-harm or major loss of functioning.

    Sources

    Own page for this item

  42. 42
    Ask about parent behaviour trainingVery low certaintyADHD evidenceA first treatment for young children, though evidence on symptoms is weak.you do thisBig commitmentCareTherapy
    Parent behaviour training is the first choice below age 6 (CDC, 2026)Benefit 62
    Ask about parent behaviour training: details

    Parent behaviour training is the first choice below age 6

    Very low certainty, ADHD evidence

    • We barely know.
    • Small or short trials, and people knew what they were getting.
    • The true effect could be much smaller, or zero.
    • Measured in people with ADHD.
    • 5 trials
    • 399 people
    • under 6
    • parent rated
    • about 12 weeks
    • measured on core ADHD symptoms

    NICE NG87 1.5.7 and 1.5.11, AAP key action statements 5a and 5b (AAP grade A); EBI symptom estimates very low certainty, NICE review E: benefits smaller with teacher ratings. See this row on the evidence map

    Why it matters

    • Behavioural parent training teaches caregivers ways to support a child's behaviour, with guided practice and feedback.
    • NICE recommends a group programme as the first treatment under age 5, and the AAP recommends it first at ages 4 to 5 and alongside other treatment at 6 to 11.
    • The evidence is weaker than that status suggests:
    • EBI found parent-rated preschool symptoms 0.634 SMD better with very low certainty, effects on oppositional and conduct behaviour in older children were small (very low to low certainty), and NICE noted benefits looked less impressive when teachers did the rating.
    • Most results cover about 12 weeks or to trial endpoint.

    How to do it

    1. Ask your child's clinician for a recognised parent training programme run by a trained therapist.
    2. Check that it includes coached practice, positive reinforcement and regular progress reviews.
    3. Say what makes attending hard, and ask about one-to-one or group formats and practical help.
    4. Settle on a small set of goals with the therapist, with your child's needs in them.
    • Look for a trained professional who works with young children.
    • Parent training gives you tools and support, and it does not mean you caused your child's ADHD.

    Sources

    Own page for this item

  43. 43
    Ask for workplace adjustmentsNot ratedADHD evidenceA focused request can help your workplace reduce barriers linked to ADHD.you do thisSome effortCareWork care
    Request workplace changes to help manage ADHD (NHS, 2025)Benefit 61
    Ask for workplace adjustments: details

    Request workplace changes to help manage ADHD

    Not rated, ADHD evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in people with ADHD.

    ADHD-specific NHS advice on reasonable adjustments and NICE NG87 1.4.3; no rated trial effect for particular changes.

    Why it matters

    • Workplace adjustments change the demands or surroundings that make ADHD harder to manage.
    • NHS guidance gives examples like a quieter workspace, written instructions and help structuring tasks, and NICE says the conversation after diagnosis should cover your right to reasonable adjustments at work.
    • These are practical recommendations, not evidence that any particular adjustment improves symptoms by a known amount.

    How to do it

    1. Identify one work barrier and the change you think could address it.
    2. Find the right manager, occupational health contact or workplace support service.
    3. Talk about what information they need and what you are comfortable sharing.
    4. Agree the adjustment and a date to check whether it helps.
    • Disclosure and workplace rights depend on local rules and your circumstances.
    • Ask about confidentiality and share only what the request needs.

    Sources

    Own page for this item

  44. 44
    Get help for loss-of-control eatingNot ratedgeneral health evidenceIf you often eat a lot quickly and can't stop when full, see a GP. Binge eating is treatable.you do thisSome effortBodyFood
    ADHD is linked with about four times the odds of binge eating disorder (odds ratio 4.13) (International Journal of Eating Disorders, 2016)Benefit 58
    Get help for loss-of-control eating: details

    ADHD is linked with about four times the odds of binge eating disorder (odds ratio 4.13)

    Not rated, general health evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in the general population.
    • ADHD trials of this do not exist or are too small.

    ADHD eating-disorder meta-analysis (12 studies, 4,013 people with ADHD) plus general NHS assessment and treatment guidance; the treatment evidence is not ADHD-specific and no GRADE rating is given.

    Why it matters

    • A meta-analysis of 12 studies found about four times the odds of binge eating disorder in people with ADHD compared with people without.
    • The NHS calls binge eating disorder a serious mental health condition where people eat without feeling in control, and says most people recover with the right support.
    • Treatment usually starts with guided self-help or talking therapy, and often includes planning regular meals and snacks.

    How to do it

    1. Notice whether you regularly eat a lot in a short time and can't stop when you're full.
    2. Book a GP appointment and say how often it happens and how you feel afterwards.
    3. Ask about guided self-help, or a referral to an eating disorder service.
    • Binge eating disorder needs a clinical assessment.
    • Don't start a strict diet on your own, because the NHS says dieting during treatment can make binge eating harder to stop.

    Sources

    Own page for this item

  45. 45
    Discuss treatment and driving safetyVery low certaintyADHD evidenceRaise driving at your treatment review: attention problems and possible side effects.you do thisQuick winCareMedication
    Ask your clinician if you are unsure whether driving on treatment is safe (NHS, 2025)Benefit 55
    Discuss treatment and driving safety: details

    Ask your clinician if you are unsure whether driving on treatment is safe

    Very low certainty, ADHD evidence

    • We barely know.
    • Small or short trials, and people knew what they were getting.
    • The true effect could be much smaller, or zero.
    • Measured in people with ADHD.
    • 3 trials
    • 154 people
    • adults
    • clinician rated
    • about 12 weeks
    • measured on driving

    NICE NG87 1.4.3 recommends discussing driving; EBI driving trials very low certainty; registry associations non-randomised. See this row on the evidence map

    Why it matters

    • ADHD is associated with higher transport risk, and a large registry study linked medication treatment with fewer transport accidents (adjusted rate ratio 0.88), though that does not prove cause.
    • In EBI, small adult methylphenidate trials gave an uncertain driving result, SMD 0.53 with a confidence interval from -0.073 to 1.133 and very low certainty, over about 12 weeks or to trial endpoint.
    • NICE recommends talking about driving after diagnosis, and NHS guidance notes that dizziness, sleepiness or sight problems from medicine can make driving unsafe.

    How to do it

    1. Tell your prescriber whether you drive, and describe any attention worries or near misses.
    2. Report sleepiness, dizziness, changes in vision or any other treatment effect that matters behind the wheel.
    3. Ask how your symptoms and treatment affect your fitness to drive, in your circumstances.
    4. Check the local licensing and reporting rules with an official source.
    • Do not drive if symptoms or side effects make it unsafe.
    • Medication does not guarantee safe driving, so get individual clinical advice and follow local licensing rules.

    Sources

    Own page for this item

  46. 46
    Ask for support for yourself tooGuideline advice, not formally gradedADHD evidenceYou count too. Your needs sit alongside your child's.you do thisSome effortMind and peopleParent support
    Encourage carers to seek an assessment of their own needs (NICE, public HSC Northern Ireland copy, 2018)Benefit 55
    Ask for support for yourself too: details

    Encourage carers to seek an assessment of their own needs

    Guideline advice, not formally graded, ADHD evidence

    • Recommended by ADHD clinical guidelines, but nobody has pooled the trials and graded how sure they are.
    • Guideline advice is a considered judgement, not a measured certainty.
    • Measured in people with ADHD.

    Explicit NICE recommendation for ADHD family and carer support; not an estimate of a stress-treatment effect.

    Why it matters

    • NICE says family members and carers of people with ADHD should be encouraged to get their own personal, social and mental health needs assessed, and to join support groups if appropriate.
    • It is also clear that being offered parent training does not mean you are parenting badly.
    • Asking for specific help can open a route to support.
    • There is no single guaranteed effect on parental stress, though.

    How to do it

    1. Name the part of parenting that is hardest to carry by yourself.
    2. Ask an adult you trust for help that is specific and realistic.
    3. If stress or low mood is getting in the way of daily life, tell your own health professional.

    Seek urgent support if you feel unable to keep yourself or your child safe.

    Sources

    Own page for this item

  47. 47
    Keep a conversation with schoolGuideline advice, not formally gradedADHD evidenceShare what your child experiences and hear what teachers notice.you do thisSome effortMind and peopleSchool
    With consent, the clinician contacts the school after diagnosis (NICE, public HSC Northern Ireland copy, 2018)Benefit 55
    Keep a conversation with school: details

    With consent, the clinician contacts the school after diagnosis

    Guideline advice, not formally graded, ADHD evidence

    • Recommended by ADHD clinical guidelines, but nobody has pooled the trials and graded how sure they are.
    • Guideline advice is a considered judgement, not a measured certainty.
    • Measured in people with ADHD.

    NICE NG87 1.4.12 clinician-school liaison recommendation, carried as a step; CDC guidance on family-school collaboration. No isolated communication effect.

    Why it matters

    • NICE recommends that when ADHD is diagnosed, when symptoms change and at school transitions, the clinician obtains consent and then contacts the school to explain the diagnosis and how ADHD is likely to affect school life.
    • CDC also emphasises close collaboration between school, parents and healthcare providers.
    • This item concerns communication and shared understanding; it does not claim that a conversation alone improves attainment.

    How to do it

    1. Start with your child: what would they like the teacher to understand?
    2. Ask your child's ADHD clinician to contact the school, with your consent, and explain the diagnosis and its likely effects.
    3. Bring one concrete worry and one thing that's going well.
    4. Settle who talks to whom, what useful feedback looks like and when you'll check in again.

    Agree what information may be shared and involve your child in a way that fits their age and understanding.

    Sources

    Own page for this item

  48. 48
    Check ADHD claims before sharingNot ratedgeneral health evidenceKeep lived experience that helps; check factual claims against reliable sources.you do thisQuick winMind and peopleInformation
    52% of the 100 most popular ADHD TikTok videos were rated misleading (Canadian Journal of Psychiatry, 2022)Benefit 53
    Check ADHD claims before sharing: details

    52% of the 100 most popular ADHD TikTok videos were rated misleading

    Not rated, general health evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in the general population.
    • ADHD trials of this do not exist or are too small.

    Small cross-sectional ADHD-content study, not outcomes measured in people with ADHD; public-health information-appraisal guidance.

    Why it matters

    • In a 2022 study, clinicians rated 52% of the 100 most popular ADHD TikTok videos as misleading.
    • That was a snapshot of selected videos.
    • It does not estimate all ADHD content today, and it did not study treatment effects in people with ADHD.
    • MedlinePlus suggests checking who runs a site, where its information comes from, when it was updated and whether it is selling something.

    How to do it

    1. Pull apart 'this happened to me' from a claim about everyone with ADHD.
    2. Open the cited source. Who was studied, what was measured, and how certain is the result?
    3. Hold the claim up against an official health source before you share it or act on it.
    • A relatable video cannot diagnose ADHD or justify changing treatment.
    • Take diagnostic or treatment questions to a qualified clinician.

    Sources

    Own page for this item

  49. 49
    Give screens a bedtime boundaryNot ratedgeneral health evidenceKeep a short wind-down before bed free of videos, games and scrolling.you do thisQuick winBodySleep
    Turn off electronic devices at least 30 minutes before bedtime (CDC, 2024)Benefit 53
    Give screens a bedtime boundary: details
    at least 30 minutes screen-free interval before bedtimegeneral sleep guidance, not ADHD symptom reduction CDC, About Sleep

    Not rated, general health evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in the general population.
    • ADHD trials of this do not exist or are too small.

    General CDC sleep guidance and NHS adult ADHD self-care advice, supported by ADHD sleep-risk evidence; no formal certainty rating.

    Why it matters

    • General sleep guidance recommends a screen-free stretch before bed, and the NHS page on adult ADHD also suggests avoiding screens close to bedtime.
    • Sleep difficulties are common in ADHD, and protecting sleep is reason enough to try this.
    • It does not establish that screens cause ADHD, or that cutting back on gaming treats ADHD symptoms.

    How to do it

    1. Pick a stopping point before the time you mean to go to bed.
    2. When it comes, switch to something quiet, like reading.
    3. If sleep stays hard, go through your whole sleep pattern with a clinician.

    Sources

    Own page for this item

  50. 50
    Review caffeine and sleep togetherNot ratedgeneral health evidenceWhen discussing sleep, include caffeine timing from coffee, tea and energy drinks.you do thisSome effortBodyCaffeine
    Avoid tea or coffee for at least 6 hours before bed (NHS, 2024)Benefit 52
    Review caffeine and sleep together: details
    at least 6 hours suggested interval between caffeine and bedtimegeneral NHS insomnia advice NHS, Insomnia

    Not rated, general health evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in the general population.
    • ADHD trials of this do not exist or are too small.

    General NHS insomnia advice and NHS adult ADHD self-care advice, with ADHD-specific sleep-risk evidence; no rating for a timing review.

    Why it matters

    • Caffeine can get in the way of sleep, and general NHS guidance says to keep it away from bedtime.
    • The NHS page on adult ADHD also suggests avoiding caffeine close to bedtime.
    • Adults with ADHD already report more sleep problems than peers without ADHD.
    • Knowing when you have caffeine can help a clinician assess your sleep, but caffeine is not an established ADHD treatment.

    How to do it

    1. List your caffeinated drinks and roughly when you have them.
    2. Note when you try to sleep and how your sleep goes.
    3. Ask a clinician or pharmacist how your caffeine timing fits your sleep and any medicines.

    Use this to prepare for a conversation, especially if you take medicines, are pregnant or have ongoing sleep problems.

    Sources

    Own page for this item

  51. 51
    Ask for appointment text remindersModerate certaintygeneral health evidenceLet the service remind you, then plan how you'll get there.you do thisQuick winDaily systemsAppointments
    Text reminders raised appointment attendance by about 14%, relative (risk ratio 1.14) (Cochrane, 2013)Benefit 49
    Ask for appointment text reminders: details

    Text reminders raised appointment attendance by about 14%, relative (risk ratio 1.14)

    Moderate certainty, general health evidence

    • The number is probably close, but more research could move it.
    • Measured in the general population.
    • ADHD trials of this do not exist or are too small.

    Cochrane 2013: moderate-quality evidence, seven studies and 5,841 participants, RR 1.14 versus no reminders; not ADHD-specific.

    Why it matters

    • Text reminders raised attendance at healthcare appointments in a Cochrane review, a risk ratio of 1.14 from seven studies of 5,841 people, with moderate-quality evidence.
    • That means about 14% higher attendance in relative terms, not 14 percentage points.
    • None of the studies were in ADHD, but NIMH notes that adults with ADHD may find it hard to keep appointments, so a reminder you can act on is especially useful.

    How to do it

    1. Find out if the service sends text reminders for appointments.
    2. Make sure it has your right number and the way you like to be contacted.
    3. When a reminder comes in, check the date, the place and anything you need to prepare.
    4. Put travel or connection time in your calendar, and use the service's own way to rebook if you need to.

    Sources

    Own page for this item

  52. 52
    Ask about restless legs at nightNot ratedgeneral health evidenceDescribe uncomfortable urges to move your legs at night, and ask whether a physical cause should be checked.you do thisQuick winBodySleep
    Seek help when restless legs stop you sleeping (NHS, 2025)Benefit 49
    Ask about restless legs at night: details

    Seek help when restless legs stop you sleeping

    Not rated, general health evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in the general population.
    • ADHD trials of this do not exist or are too small.

    NHS symptom-based assessment and iron-deficiency guidance, with ADHD sleep-risk context; no trial estimate for this action.

    Why it matters

    • General NHS guidance links restless legs to broken sleep and, in some people, low iron.
    • An ADHD umbrella review found restless legs symptoms in 11 to 43% of children with ADHD across studies.
    • Sleep difficulties are common in ADHD, so a distinct night-time leg problem deserves its own description instead of being filed as ordinary hyperactivity.
    • Assessment and testing depend on symptoms, and iron supplements are not a general ADHD treatment.

    How to do it

    1. Notice whether the discomfort comes on at rest or in the evening, and whether moving helps.
    2. Tell a clinician if it disrupts sleep, and mention tiredness, heavy periods or dietary concerns where relevant.
    3. Ask whether an examination or a blood test for possible iron deficiency makes sense.
    • Ask a clinician about testing and any supplements.
    • An overdose of iron can be fatal for a young child, so keep iron products out of their reach.

    Sources

    Own page for this item

  53. 53
    Compare quiet with gentle noiseModerate certaintyADHD evidenceTry a comfortable sound setting; keep it only if tasks get easier.you do thisQuick winDaily systemsWorkspace
    White or pink noise: small gain on lab tasks, tested over minutes only (SMD 0.249) (Journal of the American Academy of Child and Adolescent Psychiatry, 2024)Benefit 48
    Compare quiet with gentle noise: details
    0.25brief laboratory task performance, ADHD or ADHD symptomswhite or pink noise vs low or no noise. Journal of the American Academy of Child and Adolescent Psychiatry, 20240.2 is a small effect, 0.5 medium, 0.8 large.

    Moderate certainty, ADHD evidence

    • The number is probably close, but more research could move it.
    • Measured in people with ADHD.

    2024 meta-analysis: 13 studies, 335 children and young adults with ADHD or ADHD symptoms; authors' own GRADE rating moderate, brief laboratory tasks only.

    Why it matters

    • A 2024 meta-analysis of 13 studies, 335 children and college-age young adults with ADHD or ADHD symptoms, found a small, short-term benefit of white or pink noise on lab task performance: Hedges' g 0.249.
    • The authors rated it moderate certainty using GRADE.
    • But every study tested only minutes of noise, so lasting gains in symptoms or learning are not shown.
    • People without ADHD symptoms did slightly worse with noise, no study tested brown noise, and quiet may still suit you better.

    How to do it

    1. Start in quiet, with a small task you can repeat.
    2. If you want to test noise, use gentle white or pink noise, low and comfortable.
    3. Do similar tasks in quiet and with noise, and look at accuracy as well as whether you finished.
    4. Stay with quiet if the sound distracts you or feels unpleasant.
    • Keep the volume low and comfortable.
    • Don't mask alarms, traffic or other sounds you need for safety, and stop if the sound causes discomfort.

    Sources

    Own page for this item

  54. 54
    Put your phone away before drivingNot ratedgeneral health evidenceSort phone and route before you move off, then just drive.you do thisSome effortDaily systemsDriving
    Young drivers with ADHD: about 36% higher risk of a first crash (hazard ratio 1.36) (JAMA Pediatrics, 2017)Benefit 47
    Put your phone away before driving: details

    Young drivers with ADHD: about 36% higher risk of a first crash (hazard ratio 1.36)

    Not rated, general health evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in the general population.
    • ADHD trials of this do not exist or are too small.

    ADHD crash-risk cohort (measured in ADHD) plus national general-population safety guidance for the action; the phone-away routine has no ADHD efficacy estimate.

    Why it matters

    • In a cohort of young drivers, those with ADHD had a 1.36 times higher risk of a first crash than those without ADHD, about 36% higher.
    • That is an association, not a measured benefit of putting the phone away.
    • NHTSA lists phones, and adjusting the radio or GPS, as driving distractions, and advises Do Not Disturb or putting the phone away.
    • The ADHD crash-risk finding is why this routine matters more for you.

    How to do it

    1. Set the route and anything else you need before you move.
    2. Silence the notifications you can do without, and put the phone out of reach.
    3. Let a passenger deal with messages or route changes that can't wait.
    4. If you have to use the phone yourself, stop somewhere safe first.
    • Only read or change settings when you're safely parked.
    • This routine does not establish that you are fit to drive.
    • Follow local licensing rules and any clinical advice given to you.

    Sources

    Own page for this item

  55. 55
    Recall before you rereadNot ratedgeneral health evidenceTest your memory first, then let the answers show what to revisit.you do thisSome effortDaily systemsStudy skills
    Quizzing yourself: small to medium learning gain in general student samples (SMD 0.499) (Psychological Bulletin, author-hosted full text, 2021)Benefit 47
    Recall before you reread: details
    0.50learning in general classroom samplestesting or quizzing vs varied control learning conditions. Psychological Bulletin, author-hosted full text, 20210.2 is a small effect, 0.5 medium, 0.8 large.

    Not rated, general health evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in the general population.
    • ADHD trials of this do not exist or are too small.

    General classroom meta-analysis: 222 studies, 48,478 students, g 0.499; no source GRADE rating or ADHD subgroup estimate.

    Why it matters

    • In a meta-analysis of classroom studies, testing improved learning by Hedges' g 0.499 compared with a range of control conditions.
    • That's general student evidence, it does not show a separate ADHD effect, and the score gap is not a percentage rise in grades.
    • NHS information describes ADHD making it hard to concentrate and organise study, and a short self-test with feedback gives study time a clear job.

    How to do it

    1. Pick a small piece of material where you can check the answers.
    2. Close or cover it, then answer a few questions from memory.
    3. Check your answers and fix mistakes straight away.
    4. Later, go back to the questions you couldn't answer yet.

    Sources

    Own page for this item

  56. 56
    Share time your child enjoysGuideline advice, not formally gradedADHD evidenceMake time together that is for connection, with the correcting left out.you do thisQuick winMind and peopleParenting
    Support positive parent and child contact (NICE, public HSC Northern Ireland copy, 2018)Benefit 47
    Share time your child enjoys: details

    Support positive parent and child contact

    Guideline advice, not formally graded, ADHD evidence

    • Recommended by ADHD clinical guidelines, but nobody has pooled the trials and graded how sure they are.
    • Guideline advice is a considered judgement, not a measured certainty.
    • Measured in people with ADHD.

    Explicit NICE relationship-support recommendation and NHS ADHD self-esteem guidance; no standalone trial estimate.

    Why it matters

    • NICE recommends positive contact between parents or carers and children with ADHD.
    • NHS ADHD guidance suggests sharing a child's interests and enjoyable activities to support connection and self-esteem.
    • The effect of a short shared activity alone has not been quantified, and it should not become another task your child must perform correctly.

    How to do it

    1. Ask your child what they'd like to do with you.
    2. Give them your attention for a stretch you can actually manage.
    3. Notice what they enjoy and follow their lead. Don't turn it into a lesson.

    Sources

    Own page for this item

  57. 57
    Choose how to explain your ADHDNot ratedADHD evidenceTell a trusted person the experiences that help them understand your needs.you do thisSome effortMind and peopleCommunication
    Relationship issues belong in the post-diagnosis discussion (NICE, public HSC Northern Ireland copy, 2018)Benefit 45
    Choose how to explain your ADHD: details

    Relationship issues belong in the post-diagnosis discussion

    Not rated, ADHD evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in people with ADHD.

    NICE names relationships as a post-diagnosis discussion topic, not a recommendation to disclose; NHS booklet and communication guidance. Benefit of disclosure is not quantified.

    Why it matters

    • Attention and impulse-control difficulties from ADHD can spill into conversations and relationships.
    • NICE lists social relationship issues among the topics a clinician can discuss after diagnosis, and an NHS adult ADHD booklet suggests that helping important people understand your ADHD can reduce misunderstanding.
    • Whether to tell anyone is your choice.
    • Neither source promises that people will respond well or that sharing guarantees things improve.

    How to do it

    1. Pick someone you trust, and a calm moment.
    2. Explain one difficulty and what it does, from your own life rather than a list of traits.
    3. Ask for one helpful response. Say what you want kept private.

    You do not need to disclose to someone who may use the information to intimidate or harm you.

    Sources

    Own page for this item

  58. 58
    Try a supportive ADHD groupGuideline advice, not formally gradedADHD evidenceFind people who get it; check the group feels safe and useful.you do thisQuick winMind and peoplePeer support
    Provide information about local and national ADHD support groups (NICE, public HSC Northern Ireland copy, 2018)Benefit 45
    Try a supportive ADHD group: details

    Provide information about local and national ADHD support groups

    Guideline advice, not formally graded, ADHD evidence

    • Recommended by ADHD clinical guidelines, but nobody has pooled the trials and graded how sure they are.
    • Guideline advice is a considered judgement, not a measured certainty.
    • Measured in people with ADHD.

    Explicit NICE ADHD support recommendation; no published certainty rating or symptom-reduction estimate for peer groups.

    Why it matters

    • NICE recommends giving people with ADHD and their families information about ADHD support groups.
    • Other people with the same experience can offer understanding and practical suggestions.
    • The recommendation does not show that a group reduces ADHD symptoms.
    • You can just listen at first and decide whether it meets your needs.

    How to do it

    1. Find a group through a health service or an established ADHD organisation.
    2. Check who it's for, whether someone moderates it and how privacy works.
    3. Go to one meeting with no pressure to share. Keep only the advice you can verify.
    • Peer support complements professional help.
    • Do not follow another member's medication or diagnostic advice.

    Sources

    Own page for this item

  59. 59
    Link a small action to a clear cueNot ratedgeneral health evidenceDecide now what you'll do when a familiar situation next comes up.you do thisQuick winDaily systemsTask starts
    If-then plans: modest benefit in general populations after bias correction (SMD 0.15) (European Review of Social Psychology, 2024)Benefit 45
    Link a small action to a clear cue: details
    0.15cognitive, affective and behavioural outcomes, general populationsimplementation-intention plans vs control conditions. European Review of Social Psychology, 20240.2 is a small effect, 0.5 medium, 0.8 large.

    Not rated, general health evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in the general population.
    • ADHD trials of this do not exist or are too small.

    General-population meta-analysis of 642 tests (some samples were children with ADHD, no separate ADHD estimate); publication-bias-adjusted d 0.15; no formal certainty rating.

    Why it matters

    • A general-population meta-analysis of 642 tests found an average effect of d 0.36 for this kind of planning.
    • A robust Bayesian correction for publication bias shrank it to d 0.15, and that smaller number is the honest one: a modest benefit, with no separate ADHD result and no formal certainty rating.
    • NIMH notes that adults with ADHD often find it hard to stay organised and finish tasks, which is where a cue and action decided in advance can help.

    How to do it

    1. Pick one action small enough to do the moment the cue happens.
    2. Write it as: if this happens, then I will do this.
    3. Choose a cue you'll actually notice, and say the sentence once.
    4. After trying it, swap a cue that didn't work or an action that was too big.

    Sources

    Own page for this item

  60. 60
    Ask a clinician about melatoninNot ratedADHD evidenceIf your child keeps struggling to fall asleep, ask a clinician whether melatonin is right for them.you do thisSome effortBodySleep
    Specialists may prescribe melatonin when other sleep methods have not worked (NHS, 2025)Benefit 45
    Ask a clinician about melatonin: details

    Specialists may prescribe melatonin when other sleep methods have not worked

    Not rated, ADHD evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in people with ADHD.

    Small short-term placebo-controlled ADHD insomnia trial plus NHS guidance; no formal certainty rating.

    Why it matters

    • A four-week placebo-controlled trial in children aged 6 to 12 with ADHD and chronic sleep-onset insomnia found melatonin brought sleep onset earlier.
    • Sleep onset moved 26.9 minutes earlier with melatonin and 10.5 minutes later with placebo, while behaviour, cognition and quality of life did not significantly improve.
    • This is short-term sleep evidence, not evidence of an ADHD cure, and longer-term decisions need specialist review.

    How to do it

    1. Bring a description of your child's sleep timing and the approaches already tried.
    2. Ask the clinician to work out what's behind the trouble getting to sleep.
    3. If melatonin comes up, ask about the expected benefit, side effects and follow-up.
    • For children, melatonin is a decision led by a clinician.
    • Discuss side effects, interactions and follow-up.
    • This item gives no dosing or self-treatment advice.

    Sources

    Own page for this item

  61. 61
    Keep commitments in one calendarNot ratedADHD evidencePick one calendar and check it before you agree to any date.you do thisSome effortDaily systemsPlanning
    Use a calendar and check it each evening (East London NHS Foundation Trust, 2026)Benefit 45
    Keep commitments in one calendar: details

    Use a calendar and check it each evening

    Not rated, ADHD evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in people with ADHD.

    ADHD clinical guidance and programme content; the isolated strategy has no separately rated efficacy estimate.

    Why it matters

    • A calendar holds appointments so your working memory doesn't have to.
    • Keeping all dated commitments in one place is taught in adult ADHD CBT, but using a calendar on its own has no established effect on symptoms.
    • The practical aim is a simple system you'll actually reopen.

    How to do it

    1. Pick one calendar you can reach whenever you make plans.
    2. As soon as you agree to something, add the date, the place or link, and what you need to prepare.
    3. Check it before saying yes to anything else, and in your daily review.

    Sources

    Own page for this item

  62. 62
    Treat big feelings as part of ADHDNot ratedADHD evidenceFast, strong feelings are common in adult ADHD; tell your clinician.you do thisQuick winMind and peopleEmotions
    Adults with ADHD show much more emotion dysregulation than adults without (g 1.17) (BMC Psychiatry, 2020)Benefit 45
    Treat big feelings as part of ADHD: details
    1.17general emotion dysregulation in adults with ADHDvs healthy controls, cross-sectional; a difference, not a treatment effect. BMC Psychiatry, 20200.2 is a small effect, 0.5 medium, 0.8 large.

    Not rated, ADHD evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in people with ADHD.

    Observational meta-analysis in adults with ADHD establishes the feature; NHS ADHD service guidance supports naming it. No intervention estimate.

    Why it matters

    • A meta-analysis of 13 studies with 2,535 adults found much higher emotion dysregulation in adults with ADHD than in healthy comparison groups, a Hedges' g of 1.17, and the authors call it a core feature.
    • These were observational comparisons, so the number describes a difference, not what any treatment does.
    • NHS ADHD services describe feeling emotions more quickly, strongly and suddenly as part of ADHD, not a personal flaw.

    How to do it

    1. Notice which situations set off your fastest, strongest reactions.
    2. Put the pattern in plain words, something like 'my feelings arrive fast and loud, then fade'.
    3. Bring two or three examples to your next ADHD review, alongside the attention and organisation problems.
    • Strong feelings are not always ADHD.
    • Seek help promptly for low mood lasting weeks, hopelessness or thoughts of self-harm.

    Sources

    Own page for this item

  63. 63
    Spread study across later revisitsNot ratedgeneral health evidenceRevisit material on a later day instead of one long session.you do thisSome effortDaily systemsStudy skills
    Spacing review: 317 experiments on study timing and verbal recall (Psychological Bulletin, 2006)Benefit 45
    Spread study across later revisits: details

    Spacing review: 317 experiments on study timing and verbal recall

    Not rated, general health evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in the general population.
    • ADHD trials of this do not exist or are too small.

    General learning meta-analysis; 317 experiments, no ADHD-specific effect and no formal GRADE rating.

    Why it matters

    • A general-population review covering 317 experiments found that spacing study episodes affects later verbal recall, with useful intervals depending on how long you need to remember.
    • It does not establish an ADHD-specific spacing schedule or one best gap for every subject.
    • NHS information describes planning and concentration difficulties in ADHD, so putting a small revisit in the calendar can make this learning strategy easier to use.

    How to do it

    1. Pick one small topic you need to remember after today.
    2. Plan another short look at it on a later day.
    3. When you come back, try to recall it before you check.
    4. Set the next gap by your deadline and by how much you remembered.

    Sources

    Own page for this item

  64. 64
    Shrink a task to its first actionNot ratedADHD evidenceMake the first step clear enough to do without planning everything again.you do thisQuick winDaily systemsTask starting
    Break complex tasks into smaller parts (Oxford Health NHS Foundation Trust, 2025)Benefit 44
    Shrink a task to its first action: details

    Break complex tasks into smaller parts

    Not rated, ADHD evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in people with ADHD.

    ADHD clinical guidance and programme content; the isolated strategy has no separately rated efficacy estimate.

    Why it matters

    • Breaking a job down means fewer decisions before you can start.
    • ADHD CBT teaches it and NHS practical guidance recommends it.
    • Trials test whole programmes, so nobody can put a defensible percentage on one small step.

    How to do it

    1. Pick a task you keep putting off.
    2. Swap its broad label for an action you can picture doing, like 'open the form'.
    3. Do that, then pick the next small step.
    4. With a child, name the next action together and offer to help them get going.

    Sources

    Own page for this item

  65. 65
    Plan medication reminders safelyNot ratedgeneral health evidencePlan reminders and storage with your pharmacist around your prescription and day.you do thisQuick winDaily systemsReminders
    Use reminders and ask about unclear medication instructions (CDC, 2024)Benefit 44
    Plan medication reminders safely: details

    Use reminders and ask about unclear medication instructions

    Not rated, general health evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in the general population.
    • ADHD trials of this do not exist or are too small.

    General CDC medication-safety guidance plus NHS ADHD symptom information; no rated trial of the proposed reminder system.

    Why it matters

    • CDC medication-safety guidance suggests timers or reminders, and talking to a pharmacist or doctor when you don't understand the instructions.
    • That's general safety advice, not proof that a particular app or pill organiser improves ADHD outcomes.
    • NHS information lists forgetfulness as a common adult ADHD sign, so it's worth planning with your pharmacist how you'll remember prescribed treatment and tell what you've already taken.

    How to do it

    1. Notice where remembering or recording your prescribed medicine gets hard.
    2. Write down a question about a reminder that fits what the prescription says.
    3. Ask a pharmacist whether an organiser suits this medicine and how it has to be stored.
    4. Ask how to record what you took, and who to contact when you're not sure.
    • Follow your prescription.
    • If you're not sure whether you've taken a dose, or how to store or organise a medicine, ask your pharmacist or prescriber instead of guessing.
    • Keep medicines secure and out of children's reach.
    • A reminder does not decide what to take.

    Sources

    Own page for this item

  66. 66
    Capture tasks in one placeNot ratedADHD evidenceGive new tasks one reliable place, so your head holds less.you do thisSome effortDaily systemsOrganisation
    Keep one central place for tasks and reminders (Leicestershire Partnership NHS Trust, 2026)Benefit 44
    Capture tasks in one place: details

    Keep one central place for tasks and reminders

    Not rated, ADHD evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in people with ADHD.

    ADHD clinical guidance and programme content; the isolated strategy has no separately rated efficacy estimate.

    Why it matters

    • Scattered notes make it harder to find what needs doing.
    • One task list is part of ADHD skills programmes and NHS practical advice, but its own effect has not been established.
    • The programme evidence is not proof that a particular notebook or app treats ADHD.

    How to do it

    1. Pick one notebook or simple notes list that's easy to reach.
    2. Put new tasks there as they come up, without sorting them first.
    3. At a regular daily check, move dated commitments to your calendar and pick a next action.

    Sources

    Own page for this item

  67. 67
    Automate a bill you can coverNot ratedADHD evidenceReduce repeated remembering while keeping visibility over the money leaving your account.you do thisQuick winDaily systemsMoney
    Pay bills by direct debit or standing order (BYTES Primary Care Network, NHS, 2026)Benefit 43
    Automate a bill you can cover: details

    Pay bills by direct debit or standing order

    Not rated, ADHD evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in people with ADHD.

    ADHD-specific NHS self-help guidance, general consumer safeguards and an ADHD population cohort on financial distress; no ADHD autopay efficacy trial.

    Why it matters

    • NHS adult ADHD self-help advice suggests paying bills by direct debit or standing order, with low-balance alerts.
    • US consumer guidance adds the catch: automatic payments can trigger fees when money runs short, so keep checking your account.
    • A Swedish population study found default rates in adults with ADHD climb in middle age, but it didn't test automatic payments, so this is a practical safeguard, not proven debt prevention.

    How to do it

    1. Start with a legitimate bill that recurs, with a predictable amount and date.
    2. Make sure the payment fits your available balance, counting other bills that are due.
    3. Read the authorisation and cancellation terms before you set it up.
    4. Save the confirmation, turn on balance or payment alerts, and check the first payment.
    • Automatic payments can cause fees when there isn't enough money in the account.
    • Check amounts, dates and cancellation terms.
    • Automating a bill does not make it affordable.

    Sources

    Own page for this item

  68. 68
    Help your child find active funVery low certaintyADHD evidencePick movement your child likes, and keep expectations for ADHD symptoms modest.you do thisSome effortBodyMovement
    Very low certainty: small to medium symptom gain from physical training (SMD 0.487) (Gosling et al., EBI-ADHD team (BMJ 2025 supplement), 2025)Benefit 43
    Help your child find active fun: details
    0.490.23 to 0.75short-term core ADHD symptom improvement, very low certaintyphysical training vs passive controls; 9 trials, 302 people. Gosling et al., EBI-ADHD team (BMJ 2025 supplement), 20250.2 is a small effect, 0.5 medium, 0.8 large. The bar is the 95% confidence interval.

    Very low certainty, ADHD evidence

    • We barely know.
    • Small or short trials, and people knew what they were getting.
    • The true effect could be much smaller, or zero.
    • Measured in people with ADHD.
    • 9 trials
    • 302 people
    • children and teens
    • mixed raters
    • about 12 weeks
    • measured on core ADHD symptoms

    EBI-ADHD re-estimation: 9 physical-training trials, 302 young people; mixed raters, short-term core symptoms. See this row on the evidence map

    Why it matters

    • In EBI-ADHD, physical training gave a small to moderate estimated improvement in symptoms, SMD 0.487, with a 95% confidence interval of 0.225 to 0.748.
    • That came from small trials rated very low certainty, so the size of the benefit is uncertain.
    • It was short term, around 12 weeks or the study endpoint, and cannot establish lasting benefit.
    • Movement is still good for general health whether or not ADHD symptoms change.

    How to do it

    1. Let your child pick an activity that suits their age, like dancing, swimming or a ball game.
    2. Start with a manageable amount and build gradually, using supervision and protective equipment where needed.
    3. Try a team sport, a solo activity or outdoor play, depending on what your child enjoys.
    4. Keep activity alongside their agreed ADHD care, and notice enjoyment as well as any change in symptoms.
    • Choose activities that suit your child's age, health and ability.
    • Ask about adaptations if a medical condition limits exercise.

    Sources

    Own page for this item

  69. 69
    Repeat back what you heardNot ratedgeneral health evidenceRepeat the main point before replying, so misheard words don't become fights.you do thisSome effortMind and peopleRelationships
    Repeat back what someone said to check you understand (NHS Every Mind Matters, 2026)Benefit 43
    Repeat back what you heard: details

    Repeat back what someone said to check you understand

    Not rated, general health evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in the general population.
    • ADHD trials of this do not exist or are too small.

    General NHS relationship guidance plus NIMH descriptions of ADHD-related conversational difficulties.

    Why it matters

    • Adults with ADHD may miss parts of a conversation or interrupt, and that can lead to misunderstandings.
    • NHS guidance describes active listening as repeating back what the person said to check you've understood.
    • It's a communication habit.
    • There is no reliable ADHD-specific effect size for relationship satisfaction.

    How to do it

    1. Pick a time when you can both actually pay attention.
    2. Let one person finish. Then sum up what they meant in your own words.
    3. Check you got it right before you explain your side.
    • Communication exercises are not a solution to coercion or abuse.
    • Seek confidential support if you feel unsafe.

    Sources

    Own page for this item

  70. 70
    Make room for mixed feelingsNot ratedADHD evidenceRelief, anger and sadness can coexist after late diagnosis, with no deadline.you do thisSome effortMind and peopleIdentity
    Diagnosis can bring relief, and sadness, anger or regret (Nottinghamshire Healthcare NHS Trust, 2013)Benefit 43
    Make room for mixed feelings: details

    Diagnosis can bring relief, and sadness, anger or regret

    Not rated, ADHD evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in people with ADHD.

    NHS adult ADHD clinical guidance and NIMH explanation of late recognition; no trial estimate for identity or grief work.

    Why it matters

    • An NHS adult ADHD booklet describes relief after diagnosis, alongside sadness, anger or regret at not being diagnosed earlier.
    • NIMH explains that teachers and parents may not have recognised ADHD, or may have provided supportive settings that hid its impact.
    • That can help you make sense of your own reaction.
    • It does not mean grief has universal stages, or that there is a proven timetable for adjusting.

    How to do it

    1. Notice which feelings are there, without deciding which ones you ought to have.
    2. Tell someone you trust what you are rethinking and what support you want now.
    3. If distress sticks around or disrupts daily life, take it to a health professional.
    • Grief-like feelings do not explain every change in mood.
    • Seek help for persistent hopelessness, loss of functioning or thoughts of self-harm.

    Sources

    Own page for this item

  71. 71
    Praise a specific effortVery low certaintyADHD evidenceHelp your child see what went well, including small, easy-to-miss tries.you do thisQuick winMind and peopleParenting
    Recognise effort and small improvements (Humber Teaching NHS Foundation Trust, 2026)Benefit 43
    Praise a specific effort: details

    Recognise effort and small improvements

    Very low certainty, ADHD evidence

    • We barely know.
    • Small or short trials, and people knew what they were getting.
    • The true effect could be much smaller, or zero.
    • Measured in people with ADHD.
    • 16 trials
    • 1625 people
    • children and teens
    • parent rated
    • about 12 weeks
    • measured on core ADHD symptoms

    NHS practical advice; EBI context is a multi-component parent intervention, not an isolated estimate for praise. See this row on the evidence map

    Why it matters

    • NHS ADHD guidance recommends noticing effort and giving specific praise.
    • In the EBI review, full parent-mediated programmes gave a small short-term improvement in parent-rated ADHD symptoms near 12 weeks, SMD 0.345, with very low certainty.
    • Those programmes bundle multiple skills together.
    • So the estimate does not measure praise alone, and it does not establish lasting benefit.

    How to do it

    1. Spot a small behaviour your child is working on.
    2. Say what you saw, warmly and promptly, in a way your child likes.
    3. Praise the effort or the progress, and stop there. No criticism tacked on the end.

    Praise is support, not a substitute for assessment or a complete parent-training programme.

    Sources

    Own page for this item

  72. 72
    Set a limit before overload buildsNot ratedgeneral health evidenceSay what you can give; ask for help when demands outrun you.you do thisSome effortMind and peopleStress
    Set boundaries on the help you can offer (NHS Every Mind Matters, 2026)Benefit 43
    Set a limit before overload builds: details

    Set boundaries on the help you can offer

    Not rated, general health evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in the general population.
    • ADHD trials of this do not exist or are too small.

    General NHS stress and relationship guidance with ADHD-specific functional relevance; no tested ADHD burnout protocol.

    Why it matters

    • General NHS guidance links sustained stress with exhaustion and recommends support and clear personal boundaries.
    • ADHD adds pressure, since work problems and strained relationships are common in adults with the condition.
    • Setting a limit is a practical option.
    • These sources give no established ADHD-specific effect on preventing burnout, and no diagnostic test for it.

    How to do it

    1. Name the pressure costing you the most right now.
    2. Pick a realistic limit, or a specific request for help.
    3. Say it clearly to the person involved. If the exhaustion persists, get professional support.

    Persistent exhaustion, low mood or loss of functioning deserves medical attention rather than assuming it is ADHD burnout.

    Sources

    Own page for this item

  73. 73
    Work in short, adjustable blocksNot ratedADHD evidenceGive one task a clear start, stopping point and planned break.you do thisSome effortDaily systemsAttention
    Use time blocks to limit task switching (Oxford Health NHS Foundation Trust, 2025)Benefit 43
    Work in short, adjustable blocks: details

    Use time blocks to limit task switching

    Not rated, ADHD evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in people with ADHD.

    ADHD clinical guidance and programme content; the isolated strategy has no separately rated efficacy estimate.

    Why it matters

    • ADHD skills guidance uses short work periods to cut down drifting between tasks.
    • The Safren approach sizes each chunk to the attention span the person actually shows.
    • No fixed Pomodoro schedule has an established ADHD treatment effect, and the programme evidence does not isolate timed blocks.

    How to do it

    1. Pick one task and a small chunk of it.
    2. Choose a work period short enough to try, and set a timer.
    3. Park other tasks for later, and take a break when the block ends.
    4. Size the next block by what happened, not by a fixed interval.

    Sources

    Own page for this item

  74. 74
    Silence nonessential notificationsNot ratedADHD evidenceTurn off alerts you don't need, so your next task starts quieter.you do thisQuick winDaily systemsDigital focus
    Turn off notifications during a task (Oxford Health NHS Foundation Trust, 2025)Benefit 43
    Silence nonessential notifications: details

    Turn off notifications during a task

    Not rated, ADHD evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in people with ADHD.

    ADHD-specific NHS guidance recommends it; the only measured effect is a brief general student laboratory experiment; no formal certainty rating.

    Why it matters

    • In a short lab experiment with general students, phone notifications alone disrupted an attention task, even when people didn't pick up the phone.
    • It wasn't an ADHD treatment trial and didn't measure long-term effects.
    • NHS ADHD guidance recommends turning notifications off during a task, and NHS information lists being easily distracted as a common adult ADHD sign, so silencing optional alerts is a reasonable experiment.

    How to do it

    1. Pick one task that needs uninterrupted attention.
    2. Mute optional sounds, vibrations and pop-ups while you do it.
    3. Keep an agreed way for essential or urgent contacts to reach you.
    4. Check messages at a chosen stopping point and see whether you finished more easily.

    Sources

    Own page for this item

  75. 75
    Choose your important task firstNot ratedADHD evidenceDon't let easy distractions decide what gets your attention today.you do thisSome effortDaily systemsPlanning
    Prioritise tasks by importance and urgency (Oxford Health NHS Foundation Trust, 2025)Benefit 42
    Choose your important task first: details

    Prioritise tasks by importance and urgency

    Not rated, ADHD evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in people with ADHD.

    ADHD clinical guidance and programme content; the isolated strategy has no separately rated efficacy estimate.

    Why it matters

    • An interesting or easy job can crowd out an important one.
    • Adult ADHD skills work includes ranking a task list, but the ranking method has no trial estimate of its own.
    • NHS guidance recommends sorting tasks by how important and how urgent they are.

    How to do it

    1. Look at your calendar and task inbox.
    2. Pick one important task where a delay has a real cost.
    3. Mark a small first action and a realistic time to try it.
    4. Leave lower priority tasks for later.

    Sources

    Own page for this item

  76. 76
    Give essentials a homeNot ratedADHD evidenceReturn important things to the same obvious place, and you'll search less.you do thisQuick winDaily systemsOrganisation
    Keep important belongings in set places (East London NHS Foundation Trust, 2026)Benefit 42
    Give essentials a home: details

    Keep important belongings in set places

    Not rated, ADHD evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in people with ADHD.

    ADHD clinical guidance and programme content; the isolated strategy has no separately rated efficacy estimate.

    Why it matters

    • Losing essentials can wreck a plan that would otherwise work.
    • Fixed places for important things are part of adult ADHD CBT content and NHS guidance.
    • Nobody has established a separate effect size for a key tray or a labelled shelf.

    How to do it

    1. Pick a handy, secure spot for keys, wallet and other essentials.
    2. Use a tray, hook or shelf you already have before buying a system.
    3. Put each thing back there after you use it.
    4. If your usual route through the house makes the spot easy to miss, move it.

    Sources

    Own page for this item

  77. 77
    Make space for siblings tooNot ratedADHD evidenceLet brothers and sisters be heard, without making them responsible for ADHD.you do thisSome effortMind and peopleFamily
    Siblings can find it hard when attention goes to their brother or sister (Great Ormond Street Hospital NHS Foundation Trust, 2026)Benefit 42
    Make space for siblings too: details

    Siblings can find it hard when attention goes to their brother or sister

    Not rated, ADHD evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in people with ADHD.

    NHS clinical guidance on siblings; NICE family recommendation does not mention siblings or a sibling action. No measured effect for a sibling check-in.

    Why it matters

    • An NHS children's hospital notes that siblings can struggle when much of the family's attention goes to a brother or sister with ADHD, and they may feel embarrassed.
    • NICE asks clinicians to ask families how ADHD affects other family members.
    • Listening to siblings and explaining differences is family support.
    • It is not a tested way to change ADHD symptoms.

    How to do it

    1. Ask each sibling on their own what has been hard or confusing.
    2. Explain ADHD in words they understand, and keep everyone's safety needs clear.
    3. Make time to talk, and ask the family team about sibling support if needed.

    Take threats, injuries or fear between siblings seriously and seek help with keeping everyone safe.

    Sources

    Own page for this item

  78. 78
    Help your child name the feelingNot ratedADHD evidenceLeave room for the feeling, and keep behaviour safe and understandable.you do thisQuick winMind and peopleEmotions
    Acknowledge feelings and help children express them (Berkshire Healthcare NHS Foundation Trust, 2026)Benefit 42
    Help your child name the feeling: details

    Acknowledge feelings and help children express them

    Not rated, ADHD evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in people with ADHD.

    NHS ADHD and neurodevelopmental clinical guidance; no published certainty rating for emotion naming alone.

    Why it matters

    • ADHD can make frustration and big emotional reactions hard to manage.
    • NHS child guidance recommends acknowledging feelings and helping a child express them in words or pictures.
    • Naming a feeling is supportive communication.
    • It is not a proven standalone treatment for ADHD, and it can't promise to stop an outburst.

    How to do it

    1. Offer a guess, lightly: 'You seem disappointed. Have I got that right?'
    2. Accept it if they correct you, or let them point, draw or stay quiet.
    3. Keep any safety limit short. Talk about what happened after the intensity drops.

    Seek professional support if outbursts involve injury, threats or major disruption.

    Sources

    Own page for this item

  79. 79
    Pause before you reactNot ratedADHD evidenceGive a strong feeling room before it becomes a message or argument.you do thisQuick winMind and peopleEmotions
    Pause before reacting (East London NHS Foundation Trust, 2026)Benefit 42
    Pause before you react: details

    Pause before reacting

    Not rated, ADHD evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in people with ADHD.

    ADHD observational meta-analysis establishes relevance; NHS clinical guidance supports the action, without an isolated trial estimate.

    Why it matters

    • In a meta-analysis, adults with ADHD had more difficulty regulating emotions than comparison groups.
    • An NHS adult ADHD service suggests pausing before reacting, agreeing a code word with loved ones so you can step away without conflict, and telling people 'I need a minute'.
    • It's a practical coping idea.
    • There is no reliable ADHD trial estimate for a brief pause by itself.

    How to do it

    1. Catch your early cue: a tight jaw, say, or the urge to interrupt.
    2. Agree a code word, or a phrase like 'I need a minute', and say when you'll be back.
    3. Step away if it's safe. Come back to one issue once you feel calmer.

    If you fear you may hurt yourself or someone else, seek urgent help rather than relying on a pause.

    Sources

    Own page for this item

  80. 80
    Name your own strengthsNot ratedADHD evidenceName real strengths with examples, and skip the ADHD-as-superpower story.you do thisQuick winMind and peopleSelf knowledge
    Building on strengths is a post-diagnosis topic (NICE, public HSC Northern Ireland copy, 2018)Benefit 42
    Name your own strengths: details

    Building on strengths is a post-diagnosis topic

    Not rated, ADHD evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in people with ADHD.

    NICE names strengths as a post-diagnosis discussion topic, not a recommended self-help action; NHS self-esteem guidance. No evidence that a strengths exercise improves outcomes.

    Why it matters

    • NICE lists identifying and building on individual strengths among topics a clinician can cover after an ADHD diagnosis.
    • NHS self-esteem guidance suggests recognising what you are good at.
    • That supports learning about your own abilities, without claiming that ADHD makes everyone creative, resilient or suited to a particular job.

    How to do it

    1. Recall something you handled well and name the skill it took.
    2. Ask someone you trust for a concrete example of what they value in what you bring.
    3. Put that description next to your support needs when you talk about work or relationships.

    Sources

    Own page for this item

  81. 81
    Make a short leaving checklistNot ratedADHD evidenceKeep your leaving steps in sight, so your memory does less.you do thisQuick winDaily systemsRoutines
    Build routines and use visual lists (East London NHS Foundation Trust, 2026)Benefit 42
    Make a short leaving checklist: details

    Build routines and use visual lists

    Not rated, ADHD evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in people with ADHD.

    ADHD-specific NHS or CDC guidance recommends this action; no isolated trial estimate or formal certainty rating.

    Why it matters

    • NHS ADHD guidance recommends predictable routines and visible checklists, and CDC gives parents similar advice.
    • A short list can make a transition easier to follow when attention wanders, but its own effect on ADHD has not been established.
    • Use the checklist as a prompt you can change, not a test you have to pass.

    How to do it

    1. Pick one transition, like leaving home.
    2. List only the things you keep missing, in the order you actually do them.
    3. Put the list where the transition happens. With a child who prefers pictures, use pictures.
    4. Practise it together, then drop steps that no longer need a prompt.

    Sources

    Own page for this item

  82. 82
    Put a pause before checkoutNot ratedADHD evidencePut an extra step before unplanned buys, to check what you intended.you do thisQuick winDaily systemsMoney
    Use shopping lists and disable one-click buying (BYTES Primary Care Network, NHS, 2026)Benefit 41
    Put a pause before checkout: details

    Use shopping lists and disable one-click buying

    Not rated, ADHD evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in people with ADHD.

    ADHD-specific NHS self-help guidance plus an ADHD population cohort on financial distress; no isolated trial of purchase friction.

    Why it matters

    • NHS adult ADHD self-help advice suggests a shopping list, switching off one-click purchases and removing shopping apps.
    • A Swedish population study found default rates in adults with ADHD climb in middle age, but it didn't test these tactics.
    • The aim is a pause long enough to decide, not a proven cut in debt, and not a ban on buying things you enjoy.

    How to do it

    1. Write down what you mean to buy before you open the shop or app.
    2. Turn off one-click checkout, or remove an optional shopping app if it leads to unplanned buys.
    3. Put an unplanned item on a wish list instead of buying it straight away.
    4. Go back to the list when you can check the price against money already committed to essentials.

    Sources

    Own page for this item

  83. 83
    Make time visibleNot ratedADHD evidenceIf time slips past you, put it somewhere outside your head.you do thisQuick winDaily systemsTime
    Use timers and alarms as external time cues (Leicestershire Partnership NHS Trust, 2026)Benefit 41
    Make time visible: details

    Use timers and alarms as external time cues

    Not rated, ADHD evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in people with ADHD.

    ADHD clinical guidance and programme content; the isolated strategy has no separately rated efficacy estimate.

    Why it matters

    • ADHD research finds differences in time perception, though lab timing tasks do not prove that a visual timer helps in daily life.
    • NHS guidance suggests clocks, timers and start or stop alarms.
    • Treat them as practical prompts, with no promised size of benefit.

    How to do it

    1. Pick one transition that often slips past you.
    2. Put a clock or a countdown where you can see it.
    3. Label the alarm with the action, like 'close laptop and get bag'.
    4. Keep only the cues that get you to do something useful.

    Sources

    Own page for this item

  84. 84
    Keep boundaries clear and calmVery low certaintyADHD evidenceMake rules your child can understand; respond the same way, without escalating.you do thisSome effortMind and peopleParenting
    Use clear rules and consistent responses (NICE, public HSC Northern Ireland copy, 2018)Benefit 41
    Keep boundaries clear and calm: details

    Use clear rules and consistent responses

    Very low certainty, ADHD evidence

    • We barely know.
    • Small or short trials, and people knew what they were getting.
    • The true effect could be much smaller, or zero.
    • Measured in people with ADHD.
    • 13 trials
    • 1439 people
    • children and teens
    • parent rated
    • about 12 weeks
    • measured on oppositional symptoms (ODD)

    Explicit NICE parenting recommendation; EBI oppositional-symptom estimate is for full parent-mediated programmes. See this row on the evidence map

    Why it matters

    • NICE supports clear, appropriate rules and consistent responses for children with ADHD.
    • Full parent-mediated programmes gave a small improvement in parent-rated oppositional symptoms near 12 weeks, SMD 0.249, but EBI certainty was very low.
    • That result belongs to the whole programme, not any particular consequence, and whether the benefit lasts is uncertain.

    How to do it

    1. Agree a small number of rules everyone can understand, at a calm moment.
    2. Explain ahead of time what a proportionate response will be. Keep the words brief and calm.
    3. Watch for confusion or overwhelm, and help your child practise what's expected.
    • Avoid physical punishment, humiliation or withholding basic needs.
    • Ask for professional help if family conflict or aggression is escalating.

    Sources

    Own page for this item

  85. 85
    Give paperwork a next actionNot ratedADHD evidenceSort papers into act-on and keep, so piles don't hide tasks.you do thisSome effortDaily systemsAdmin
    Use simple filing and regular admin time (BYTES Primary Care Network, NHS, 2026)Benefit 41
    Give paperwork a next action: details

    Use simple filing and regular admin time

    Not rated, ADHD evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in people with ADHD.

    ADHD clinical guidance and programme content; the isolated strategy has no separately rated efficacy estimate.

    Why it matters

    • The adult ADHD CBT skills description includes organising papers and bills, and NHS ADHD advice recommends simple filing and regular admin time.
    • Those recommendations target trouble with managing multiple steps, but a paper system has no separate proven effect on ADHD symptoms.
    • A small processing routine lets you see whether fewer important actions vanish into the pile.

    How to do it

    1. Keep one place where new paperwork lands.
    2. Take one document and decide: act on it, keep it, or get rid of it.
    3. Put any action and deadline in the task list or calendar you already use.
    4. File it in a simple labelled place, and stop after a batch you can manage.

    Sources

    Own page for this item

  86. 86
    Park distractions for laterNot ratedADHD evidenceKeep a useful thought without letting it pull you off your task.you do thisSome effortDaily systemsAttention
    Keep a notebook for ideas to revisit later (Leicestershire Partnership NHS Trust, 2026)Benefit 41
    Park distractions for later: details

    Keep a notebook for ideas to revisit later

    Not rated, ADHD evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in people with ADHD.

    ADHD clinical guidance and programme content; the isolated strategy has no separately rated efficacy estimate.

    Why it matters

    • A side thought can drag you into a different job before the current one is done.
    • Writing it down and coming back to it later is taught as distractibility delay in adult ADHD CBT.
    • In the cited evidence, the technique has not been tested apart from the wider treatment programme.

    How to do it

    1. Keep a small note next to the task.
    2. When an idea that isn't urgent shows up, write a few words.
    3. Go back to the task until the stopping point you planned.
    4. Read the note then, and decide what actually needs doing.

    Sources

    Own page for this item

  87. 87
    Answer self-criticism with kindnessNot ratedgeneral health evidenceThinking 'lazy'? Describe what happened, and talk to yourself like a friend.you do thisQuick winMind and peopleSelf esteem
    Self-compassion programmes, mostly outside ADHD: small to medium drop in stress (SMD 0.43) (Mindfulness, 2023)Benefit 40
    Answer self-criticism with kindness: details
    0.43stress reduction after self-compassion programmes, not a brief exercisevs mixed active and passive controls; mostly not ADHD. Mindfulness, 20230.2 is a small effect, 0.5 medium, 0.8 large.

    Not rated, general health evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in the general population.
    • ADHD trials of this do not exist or are too small.

    General-population and mixed clinical RCT meta-analysis with high overall risk of bias; NHS self-esteem guidance; NIMH for ADHD relevance. No GRADE rating or ADHD-specific effect.

    Why it matters

    • Across 30 trials, mostly outside ADHD, self-compassion programmes reduced stress at the end of treatment, SMD 0.43, but most trials had a high risk of bias and there was no clear advantage over active alternatives.
    • It matters with ADHD because procrastination and trouble finishing tasks are common in adults with ADHD, and easy to mislabel as laziness.
    • NHS self-esteem guidance suggests checking harsh beliefs against evidence and talking to yourself as you would to a friend.
    • The one-minute version is a manageable start, not a proven ADHD treatment.

    How to do it

    1. Notice a harsh label like 'lazy' or 'useless', and don't scold yourself for having it.
    2. Say what actually happened, plus one fact that doesn't fit the label.
    3. Give yourself the reply you'd give a friend. Then name one support or repair you need.

    Persistent worthlessness, hopelessness or thoughts of self-harm deserve prompt professional support.

    Sources

    Own page for this item

  88. 88
    Review the coming weekNot ratedADHD evidenceSpot a deadline while there's still time to get ready for it.you do thisSome effortDaily systemsPlanning
    Weekly planning and daily catch-ups can help (Nottinghamshire Healthcare NHS Trust (PDF hosted by Leicestershire Partnership NHS Trust), 2013)Benefit 40
    Review the coming week: details

    Weekly planning and daily catch-ups can help

    Not rated, ADHD evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in people with ADHD.

    ADHD clinical guidance and programme content; the isolated strategy has no separately rated efficacy estimate.

    Why it matters

    • A short review brings what's coming back into view.
    • NHS ADHD advice includes weekly planning, and Solanto's adult trial tested a broader time management and organisation programme over 12 weeks.
    • That trial does not establish a separate benefit for a weekly review.

    How to do it

    1. Pick a time you can repeat for a quick look at your calendar and tasks.
    2. Look ahead for appointments, deadlines and anything to prepare.
    3. Pick a next action you can manage for the most important commitment.
    4. Move or drop plans that don't fit any more.

    Sources

    Own page for this item

  89. 89
    Block one distracting digital routeNot ratedADHD evidencePut a small barrier between work and an unrelated app or site.you do thisQuick winDaily systemsDigital focus
    Use apps that block distractions (Leicestershire Partnership NHS Trust, 2026)Benefit 39
    Block one distracting digital route: details

    Use apps that block distractions

    Not rated, ADHD evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in people with ADHD.

    ADHD-specific NHS study guidance recommends blockers; the measured trial is a general adult two-week full mobile internet block; no formal certainty rating.

    Why it matters

    • In a general adult randomised trial, blocking all smartphone internet for two weeks, with calls and texts still working, improved sustained attention.
    • Sticking with it was hard: only 119 of 467 people who agreed, 25.5%, kept the block on for most days, and the authors suggest less restrictive blocks may work better.
    • NHS ADHD study advice recommends blocking apps for distracting sites, so a small, targeted block during one task is the practical version, and its ADHD-specific benefit is unmeasured.

    How to do it

    1. Name the app or site that most often pulls you away from a task you chose.
    2. Use a built-in limit or blocker for a short, planned work period.
    3. Leave open the tools and contacts you actually need.
    4. See whether the barrier helped before adding more restrictions.

    Sources

    Own page for this item

  90. 90
    Check how long tasks really takeNot ratedADHD evidenceTime your own tasks, so the next plan is more realistic.you do thisSome effortDaily systemsTime
    Time activities before making a daily schedule (BYTES Primary Care Network, NHS, 2026)Benefit 39
    Check how long tasks really take: details

    Time activities before making a daily schedule

    Not rated, ADHD evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in people with ADHD.

    ADHD clinical guidance and programme content; the isolated strategy has no separately rated efficacy estimate.

    Why it matters

    • People with ADHD show timing differences in lab research, and NHS guidance suggests measuring everyday activities.
    • Timing a familiar task gives you something to plan with, but this strategy's effect on lateness has not been established in isolation.
    • A wrong estimate is useful data.

    How to do it

    1. Pick one task you repeat, like getting out of the house.
    2. Guess how long it takes, then note when it starts and finishes.
    3. Count setup, finding things and switching over in the total.
    4. Plan the next attempt with what you saw, leaving room for it to vary.

    Sources

    Own page for this item

  91. 91
    Ask for organisational skills trainingVery low certaintyADHD evidenceA structured programme may help your child cope with school, but how much it helps is uncertain.you do thisSome effortCareTherapy
    Very low certainty: small gain in teacher-rated school performance (SMD 0.311) (BMJ / Gosling et al., 2025)Benefit 39
    Ask for organisational skills training: details
    0.310.17 to 0.45teacher-rated academic performance improvement in youthvs passive control; 11 trials, 929 people. BMJ / Gosling et al., 20250.2 is a small effect, 0.5 medium, 0.8 large. The bar is the 95% confidence interval.

    Very low certainty, ADHD evidence

    • We barely know.
    • Small or short trials, and people knew what they were getting.
    • The true effect could be much smaller, or zero.
    • Measured in people with ADHD.
    • 11 trials
    • 929 people
    • children and teens
    • teacher rated
    • about 12 weeks
    • measured on academic or job performance

    EBI re-estimation: 11 studies, 929 young people; very low certainty for the academic outcome. See this row on the evidence map

    Why it matters

    • Organisational skills training teaches a child to plan and manage school materials, with support from trained staff.
    • EBI found teacher-rated academic performance 0.311 SMD better, with very low certainty, so even that small benefit is uncertain.
    • It covers the short term, about 12 weeks or to trial endpoint, not lasting academic gains, and it tested a structured programme, not handing a child a planner.

    How to do it

    1. Raise a structured organisational skills programme with the school psychologist, counsellor or ADHD team.
    2. Describe where school falls apart so staff can judge whether it fits.
    3. Ask who runs the training and how they help your child practise.
    4. Agree with school staff how progress and burden will be reviewed.
    • Ask about a trained, structured service before paying for any programme.
    • It should fit alongside teaching and the rest of your child's ADHD care.

    Sources

    Own page for this item

  92. 92
    Build a homework packing routineVery low certaintyADHD evidenceHelp your child practise a short, visible routine for packing homework materials.you do thisSome effortDaily systemsOrganisation
    Full organisational skills programmes: small school gain, very low certainty (SMD 0.311) (Gosling and colleagues, BMJ 2025, EBI-ADHD, 2025)Benefit 38
    Build a homework packing routine: details
    0.310.17 to 0.45teacher-rated academic performance after a full organisational skills programmefull skills programmes vs control conditions, youth; 11 trials, 929 people. Gosling and colleagues, BMJ 2025, EBI-ADHD, 20250.2 is a small effect, 0.5 medium, 0.8 large. The bar is the 95% confidence interval.

    Very low certainty, ADHD evidence

    • We barely know.
    • Small or short trials, and people knew what they were getting.
    • The true effect could be much smaller, or zero.
    • Measured in people with ADHD.
    • 11 trials
    • 929 people
    • children and teens
    • teacher rated
    • about 12 weeks
    • measured on academic or job performance

    EBI-ADHD 2025: teacher-rated academic performance, youth, short term, 11 studies and 929 participants; routine-only benefit is unmeasured. See this row on the evidence map

    Why it matters

    • The EBI re-analysis found organisational skills programmes gave young people a small benefit in academic performance, 0.311 SMD, with very low certainty.
    • Teachers did the rating and it was short term, around 12 weeks, so durable benefit is not established.
    • These were multi-part programmes, so a home packing routine on its own cannot be credited with their effect.
    • CDC recommends routines, organisation and manageable steps for children with ADHD, which you can adapt with your child.

    How to do it

    1. Pick one problem that keeps coming back, like finding materials or handing in finished work.
    2. With your child, give the essential materials one consistent place.
    3. Practise a short sequence: check what's needed, gather it, put it in the bag.
    4. Use a visible prompt and notice when a step gets done. If the routine doesn't fit, change it together.

    Sources

    Own page for this item

  93. 93
    Get some morning daylightNot ratedgeneral health evidenceGet outside in the morning and let daylight nudge your sleep timing.you do thisQuick winBodySleep
    Spend 20 minutes outside each morning (NHS MyHealth London, 2026)Benefit 38
    Get some morning daylight: details
    about 20 minutes time outside each morninggeneral NHS London sleep advice, not an ADHD treatment effect NHS MyHealth London, Sleep

    Not rated, general health evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in the general population.
    • ADHD trials of this do not exist or are too small.

    General NHS circadian advice, with ADHD sleep association evidence; no rated trial evidence for this ordinary-daylight habit.

    Why it matters

    • In general sleep guidance, morning daylight helps set the body clock.
    • Trouble falling asleep is more common in adults with ADHD, so this is a reasonable low-cost habit to try.
    • Ordinary outdoor light is not the same as prescribed bright-light therapy, and a reliable ADHD symptom benefit has not been established.

    How to do it

    1. Find a safe chance to go outside in the morning.
    2. Start with however much daylight fits comfortably into your morning.
    3. If your sleep keeps running late, talk to a clinician instead of buying a treatment lamp on your own.

    This means normal daylight, not looking at the sun or using a light therapy device.

    Sources

    Own page for this item

  94. 94
    Pair a small task with a rewardNot ratedADHD evidenceMake the next small step worth noticing, and don't punish misses.you do thisQuick winDaily systemsTask starts
    Reward yourself after each small part (Oxford Health NHS Foundation Trust, 2025)Benefit 38
    Pair a small task with a reward: details

    Reward yourself after each small part

    Not rated, ADHD evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in people with ADHD.

    ADHD-specific NHS and CDC guidance; no rated trial of a standalone self-reward routine.

    Why it matters

    • NHS ADHD guidance suggests splitting a task into smaller parts and giving yourself a short reward after each, and CDC recommends achievable goals, praise and rewards for children with ADHD.
    • That backs a practical way to make a defined step worth doing, not proof that a reward app or points system treats ADHD.
    • Try a modest reward for a small step, and judge it by whether starting gets easier.

    How to do it

    1. Pick one small task step where you can see it's done.
    2. Choose a modest, affordable reward or something pleasant to do, in advance.
    3. Give yourself the reward when that agreed step is done.
    4. If the step keeps getting missed, make it smaller or change the cue, instead of adding punishment.

    Sources

    Own page for this item

  95. 95
    Bring cycle patterns to your clinicianNot ratedgeneral health evidenceKeep a simple symptom record to talk through changes around your period.you do thisQuick winBodyHormones
    Record premenstrual symptoms for at least 2 menstrual cycles (NHS, 2024)Benefit 36
    Bring cycle patterns to your clinician: details
    at least 2 menstrual cycles duration of premenstrual symptom recordinggeneral PMS assessment guidance NHS, PMS (premenstrual syndrome)

    Not rated, general health evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in the general population.
    • ADHD trials of this do not exist or are too small.

    Small, heterogeneous ADHD hormone studies and general NHS symptom-diary guidance; no formal GRADE rating or tracking-treatment trial.

    Why it matters

    • A 2025 review of 11 studies, 4 on the menstrual cycle, suggests ADHD symptoms may vary across the cycle, but the studies were few, small and varied.
    • General NHS advice recommends recording premenstrual symptoms across at least two cycles to inform an appointment.
    • Tracking can help a conversation, but no reliable ADHD benefit or standard medication adjustment can be promised from the current hormone evidence.

    How to do it

    1. If you notice a pattern, jot down period timing, sleep, concentration and any physical or mood symptoms.
    2. Take the record to a clinician when the symptoms affect your daily life.
    3. Ask what else could explain the changes, and whether you need further assessment.
    • Do not use cycle timing to change medicines yourself.
    • Seek help for severe symptoms without waiting to finish a diary.

    Sources

    Own page for this item

  96. 96
    Practise gentle calming breathsNot ratedgeneral health evidenceWhen stress builds, comfortable breathing is one small thing you can try.you do thisQuick winMind and peopleStress
    NHS breathing exercise: practise for at least 5 minutes (NHS, 2026)Benefit 35
    Practise gentle calming breaths: details
    at least 5 minutes suggested duration of the NHS breathing exercisepractice guidance, not an ADHD treatment effect NHS, Breathing exercises for stress

    Not rated, general health evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in the general population.
    • ADHD trials of this do not exist or are too small.

    General NHS practical guidance with ADHD observational relevance; no ADHD-specific breathing intervention estimate.

    Why it matters

    • General NHS stress guidance recommends gentle, regular breathing without forcing it.
    • The ADHD link comes from evidence of greater emotional regulation difficulties in adults, not from an ADHD breathing-treatment trial.
    • It may help you settle in the moment.
    • There is no reliable ADHD-specific estimate of how much.

    How to do it

    1. Sit, stand or lie however feels comfortable.
    2. Keep your breath gentle. Count slowly only if that helps.
    3. Practise at calmer times, so the exercise feels familiar when stress hits.
    • Do not assume new chest pain, faintness or severe breathlessness is stress.
    • Seek medical help.

    Sources

    Own page for this item

  97. 97
    Check a hurtful message before replyingNot ratedgeneral health evidenceTake rejection's hurt seriously, then check what the person actually meant.you do thisQuick winMind and peopleEmotions
    RSD is not given as a separate diagnosis in the UK (Norfolk and Waveney Children and Young People's Health Services, NHS, 2026)Benefit 35
    Check a hurtful message before replying: details

    RSD is not given as a separate diagnosis in the UK

    Not rated, general health evidence

    • No pooled trials to rate.
    • This rests on single studies, expert consensus or clinical practice.
    • Measured in the general population.
    • ADHD trials of this do not exist or are too small.

    ADHD emotional-dysregulation research supplies relevance; general communication guidance supports clarification, not an RSD treatment claim.

    Why it matters

    • ADHD research supports greater difficulty regulating emotions, and an NHS children's service lists rejection sensitivity among ADHD characteristics.
    • The same service notes that rejection sensitive dysphoria is a popular term, not a separate diagnosis in the UK.
    • Checking an ambiguous message is general relationship advice.
    • It has no established ADHD-specific treatment effect.

    How to do it

    1. Notice the hurt, and pause before you reply.
    2. Separate what was actually said or done from what you read into it.
    3. When it's safe, ask them what they meant. If fear of rejection keeps limiting your life, get support.
    • Do not use an RSD label to diagnose yourself or excuse another person's abuse.
    • Seek help for severe or persistent distress.

    Sources

    Own page for this item

  98. 98
    Try mindfulness gentlyVery low certaintyADHD evidenceTry a short attention practice, without expecting it to cure ADHD.you do thisSome effortMind and peopleMindfulness
    Very low certainty: large short-term gain in adults' self-rated symptoms (SMD 0.928) (Gosling et al., BMJ accompanying open data, 2025)Benefit 35
    Try mindfulness gently: details
    0.930.42 to 1.43adult self-rated core ADHD symptoms after full mindfulness programmesvs passive controls, including waitlist; 4 trials, 264 people. Gosling et al., BMJ accompanying open data, 20250.2 is a small effect, 0.5 medium, 0.8 large. The bar is the 95% confidence interval.

    Very low certainty, ADHD evidence

    • We barely know.
    • Small or short trials, and people knew what they were getting.
    • The true effect could be much smaller, or zero.
    • Measured in people with ADHD.
    • 4 trials
    • 264 people
    • adults
    • self rated
    • about 12 weeks
    • measured on core ADHD symptoms

    EBI re-estimation: 4 adult trials, 264 participants; self-rated core symptoms at short-term endpoint, not a one-minute practice. See this row on the evidence map

    Why it matters

    • Full mindfulness programmes showed a large short-term improvement in adults' self-rated ADHD symptoms, SMD 0.928, but certainty was very low.
    • The estimate came from small trials near 12 weeks; it does not establish lasting benefit or the effect of a brief exercise.
    • The emotional-dysregulation result was inconclusive, so feeling calmer is something to notice rather than a promised outcome.

    How to do it

    1. Get comfortable and notice a sound, or your breath as it is.
    2. When your attention drifts, notice it and gently come back.
    3. Give a brief practice a go before deciding if it suits you. Stop if it increases distress.
    • Mindfulness is not helpful for everyone.
    • Stop if it worsens distress, and discuss persistent symptoms with a clinician.

    Sources

    Own page for this item

  99. 99
    Check omega 3 claims before buyingLow certaintyADHD evidenceBefore paying for a supplement for your child's ADHD, talk through the evidence and the safety.you do thisSome effortBodySupplements
    Low certainty: omega 3 barely differs from placebo on symptoms at about 26 weeks (SMD 0.049) (Gosling et al., EBI-ADHD team (BMJ 2025 supplement), 2025)Benefit 32
    Check omega 3 claims before buying: details
    0.05-0.10 to 0.20parent-rated core ADHD symptom difference at about 26 weekspolyunsaturated fatty acids vs placebo; 15 trials, 963 people. Gosling et al., EBI-ADHD team (BMJ 2025 supplement), 20250.2 is a small effect, 0.5 medium, 0.8 large. The bar is the 95% confidence interval.

    Low certainty, ADHD evidence

    • The number could be quite different.
    • Few trials, or trials with weak spots.
    • Measured in people with ADHD.
    • 15 trials
    • 963 people
    • children and teens
    • parent rated
    • 3 to 6 months
    • measured on core ADHD symptoms

    EBI-ADHD re-estimation: 15 trials, 963 young people, parent-rated core symptoms at medium-term follow-up. See this row on the evidence map

    Why it matters

    • EBI-ADHD found an almost zero estimated benefit from polyunsaturated fatty acids on parent-rated symptoms at about 26 weeks: SMD 0.049, with a 95% confidence interval from -0.101 to 0.198.
    • Certainty was low, and the interval includes no benefit.
    • The Cochrane review rated it high certainty that these supplements had no effect on parent-rated total symptoms in the medium term, SMD -0.08.
    • So this evidence does not support promising that omega 3 supplements will improve your child's ADHD.

    How to do it

    1. Ask which ADHD outcome the supplement claim rests on, and how certain the result is.
    2. Bring any supplements already used to a pharmacist or clinician review.
    3. Talk about nutrition separately from promises to treat ADHD.
    • Discuss supplements with a clinician or pharmacist, especially alongside medicines.
    • This is an evidence review, not a recommendation to self-treat.

    Sources

    Own page for this item

  100. 100
    Practise friendship without pressureVery low certaintyADHD evidencePick one social situation your child wants help with; keep expectations realistic.you do thisQuick winMind and peopleFriendships
    Very low certainty: small short-term gain in social skills from full programmes (SMD 0.253) (Gosling et al., BMJ accompanying open data, 2025)Benefit 32
    Practise friendship without pressure: details
    0.250.02 to 0.48youth social-communication skills after full social skills programmesvs passive controls, including waitlist; 5 trials, 270 people. Gosling et al., BMJ accompanying open data, 20250.2 is a small effect, 0.5 medium, 0.8 large. The bar is the 95% confidence interval.

    Very low certainty, ADHD evidence

    • We barely know.
    • Small or short trials, and people knew what they were getting.
    • The true effect could be much smaller, or zero.
    • Measured in people with ADHD.
    • 5 trials
    • 270 people
    • children and teens
    • about 12 weeks
    • measured on social-communication skills

    EBI re-estimation of youth social skills trials; practical rehearsal is an extrapolation, not a tested substitute for a programme. See this row on the evidence map

    Why it matters

    • NHS guidance suggests rehearsing conversations through role-play and supporting friendships.
    • EBI found only a small short-term effect on social communication from social skills training near 12 weeks, SMD 0.253, with very low certainty.
    • The medium-term estimate came from 2 small trials and was too uncertain to show an effect.
    • A brief rehearsal at home has not been shown to deliver what the programme did.

    How to do it

    1. Ask your child which social situation they'd like help with.
    2. Rehearse one simple exchange together, like joining a game or asking a question.
    3. Look for enjoyment and your child's own goals, not a change of personality.

    Do not promise that social skills training will reliably improve ADHD or friendships; the evidence is very uncertain.

    Sources

    Own page for this item

How this is ranked

The hundred, by how sure the science is

  • 4 High
  • 4 Moderate
  • 1 Low
  • 9 Very low
  • 18 Guideline
  • 64 Not rated
  • grey = general health evidence, measured in everyone

82 have never been formally graded; 18 of those are guideline advice.

The benefit score

  • Every item gets a score from 0 to 100 for the benefit a typical reader it fits can expect.
  • It multiplies how big the effect is by how sure the evidence is and by how common the gap is among people with ADHD.
  • A large effect from small, shaky trials never outranks a moderate effect with solid evidence.
  • The general list is that score, in order.

How sure the science is

  • High certainty Enough good trials that more research is unlikely to change this number much.
  • Moderate certainty The number is probably close, but more research could move it.
  • Low certainty The number could be quite different. Few trials, or trials with weak spots.
  • Very low certainty We barely know. Small or short trials, and people knew what they were getting. The true effect could be much smaller, or zero.
  • Guideline advice, not formally graded Recommended by ADHD clinical guidelines, but nobody has pooled the trials and graded how sure they are. Guideline advice is a considered judgement, not a measured certainty.
  • Not rated No pooled trials to rate. This rests on single studies, expert consensus or clinical practice.
  • Measured in people with ADHD.
  • Measured in the general population. ADHD trials of this do not exist or are too small.

Evidence grades

  • A Moderate or high certainty evidence in people with ADHD, or an explicit ADHD guideline recommendation.
  • B Trials in ADHD with low certainty, or strong general health evidence with a sourced reason it matters more with ADHD.
  • C Small or mixed studies, expert consensus or clinical practice.

Source tiers

  • Tier 1 is a national ADHD guideline (NICE, AAP, CADDRA, AWMF), Cochrane, the BMJ 2025 umbrella review, NIMH, CDC or NHS.
  • Tier 2 is a peer reviewed meta-analysis or large cohort.
  • Tier 3 is a reputable secondary source such as CHADD or Harvard Health, and it never stands alone.

Check us

  • Every source on this site is a link.
  • No claim here is meant to be taken on trust: open the source, read the number, and if we got it wrong the source will say so.
  • That is the whole point of building it this way.

How tailoring works

Show all personalization rules (194)
ThingWhenPointsReason shown to you
Discuss methylphenidate for your childreading for your child and age 6 or older and age 17 or youngerfilterOutside this group the item sinks to "probably not for you".
Discuss methylphenidate for your childfinds attention or impulsivity or school hardest+8Trials found improvement in core ADHD symptoms.
Discuss methylphenidate as an adultreading for yourself and age 18 or olderfilterOutside this group the item sinks to "probably not for you".
Discuss methylphenidate as an adultfinds attention or impulsivity or work hardest+8Adult trials found improvement in core ADHD symptoms.
Request your child's ADHD assessmentreading for your child and age 17 or younger and age 4 or olderfilterOutside this group the item sinks to "probably not for you".
Request your child's ADHD assessmentdiagnosed: suspected+12Assessment checks persistent symptoms and impairment across settings.
Ask for an adult ADHD assessmentreading for yourself and age 18 or olderfilterOutside this group the item sinks to "probably not for you".
Ask for an adult ADHD assessmentdiagnosed: suspected+12Persistent difficulties warrant a clinical assessment.
Plan titration with your clinicianreading for yourself, or reading for your child and age 5 or olderfilter, any ofAny one of these is enough. Outside all of them the item sinks to "probably not for you".
Plan titration with your clinicianADHD medication: current+10Titration decisions depend on benefit and adverse effect feedback.
Plan titration with your clinicianADHD medication: never-10Titration begins only once a prescriber starts medication.
Ask about amphetamine alternativesreading for your child and age 6 or older and age 17 or youngerfilterOutside this group the item sinks to "probably not for you".
Ask about amphetamine alternativesADHD medication: current or past+6Guidance considers an alternative when the initial medicine is unsuitable or insufficient.
Ask about atomoxetine as an adultreading for yourself and age 18 or olderfilterOutside this group the item sinks to "probably not for you".
Ask about atomoxetine as an adultADHD medication: current or past+6Guidance considers atomoxetine when stimulant treatment is unsuitable or insufficient.
Prepare a medication safety reviewreading for yourself, or reading for your child and age 5 or olderfilter, any ofAny one of these is enough. Outside all of them the item sinks to "probably not for you".
Prepare a medication safety reviewdiagnosed: yes and ADHD medication: never+10Baseline health information helps assess medication suitability.
Book your treatment reviewADHD medication: current+12Medication should receive at least an annual full review.
Book your treatment reviewADHD medication: never-10The yearly review recommendation covers people taking ADHD medication.
Ask for anxiety and depression carealso dealing with anxiety or depression+15Co-occurring anxiety and depression need assessment within the care plan.
Ask about alpha-2 nonstimulant optionsreading for your child and age 6 or older and age 17 or youngerfilterOutside this group the item sinks to "probably not for you".
Ask about alpha-2 nonstimulant optionsADHD medication: current or past+6Nonstimulant options may be considered when stimulant treatment is unsuitable.
Request a school support planreading for your child and age 6 or older and age 17 or youngerfilterOutside this group the item sinks to "probably not for you".
Request a school support planfinds school hardest+12Guidelines include school support in ADHD treatment.
Ask about CBT adapted for adult ADHDreading for yourself and age 18 or olderfilterOutside this group the item sinks to "probably not for you".
Ask about CBT adapted for adult ADHDfinds organisation or time or attention hardest+10ADHD-focused CBT addresses everyday skills alongside symptoms.
Arrange pulse and blood pressure checksADHD medication: current+15ADHD medication requires cardiovascular monitoring.
Arrange pulse and blood pressure checksADHD medication: never-15Six-monthly checks apply while taking ADHD medication.
Ask about coexisting conditionsreading for your child and age 4 or older and age 17 or youngerfilterOutside this group the item sinks to "probably not for you".
Ask about coexisting conditionsalso dealing with autism or learning difficulty or tics+12These conditions are included in the AAP's ADHD assessment recommendations.
Ask for support with smokingreading for yourself and age 18 or older and smoking: currentfilterOutside this group the item sinks to "probably not for you".
Ask for support with smokingsmoking: current+15Stopping smoking offers substantial health benefits.
Ask for support with smokingalso dealing with alcohol or drug problems+8Substance problems make tailored cessation support relevant.
Arrange your child's growth checksreading for your child and age 17 or youngerfilterOutside this group the item sinks to "probably not for you".
Arrange your child's growth checksADHD medication: current+15Children taking ADHD medicines need growth monitoring.
Arrange your child's growth checksADHD medication: never-20This growth schedule applies while a child takes ADHD medication.
Plan a pregnancy medication reviewreading for yourself and female and age 15 or older and age 50 or youngerfilterOutside this group the item sinks to "probably not for you".
Plan a pregnancy medication reviewpregnant+18Pregnancy needs an individual review of medicine benefits and risks.
Plan a pregnancy medication reviewpregnant and ADHD medication: current+10Current medication makes a coordinated pregnancy review especially relevant.
Build activity you enjoyreading for yourself and age 18 or olderfilterOutside this group the item sinks to "probably not for you".
Build activity you enjoyactivity: low+12Building up activity offers general health benefits.
Bring alcohol into your health reviewreading for yourself and age 18 or olderfilterOutside this group the item sinks to "probably not for you".
Bring alcohol into your health reviewalcohol: heavy+15Heavier drinking makes an alcohol health review more relevant.
Bring alcohol into your health reviewalso dealing with alcohol or drug problems+12Existing substance problems warrant tailored support.
Take talk of suicide seriouslyalso dealing with depression+10The ADHD suicide review cites major depression as a stronger risk factor for suicidal thoughts than ADHD.
Plan the move to adult ADHD carereading for your child and age 14 or older and age 17 or younger, or reading for yourself and age 14 or older and age 25 or youngerfilter, any ofAny one of these is enough. Outside all of them the item sinks to "probably not for you".
Plan the move to adult ADHD careage 16 or older and age 18 or younger+10The approaching move out of child services needs an agreed handover.
Put medicines out of children's reachreading for your child and age 17 or youngerfilterOutside this group the item sinks to "probably not for you".
Put medicines out of children's reachADHD medication: current+8CDC storage advice covers every medicine kept at home.
Mention your child's snoringreading for your child and age 4 or older and age 17 or youngerfilterOutside this group the item sinks to "probably not for you".
Mention your child's snoringfinds sleep hardest+10Sleep difficulties make this directly relevant.
Ask for an appetite eating planreading for your child and age 17 or younger and ADHD medication: currentfilterOutside this group the item sinks to "probably not for you".
Ask for an appetite eating planADHD medication: current+8Appetite loss can occur with ADHD medicines.
Protect your child's sleep timereading for your child and age 6 or older and age 17 or youngerfilterOutside this group the item sinks to "probably not for you".
Protect your child's sleep timefinds sleep hardest+10Sleep difficulties make this directly relevant.
Ask which health checks are duereading for yourself and age 18 or olderfilterOutside this group the item sinks to "probably not for you".
Ask which health checks are dueage 40 or older and age 74 or younger+10The NHS Health Check invites people aged 40 to 74.
Ask for a sleep problem assessmentreading for yourself and age 18 or olderfilterOutside this group the item sinks to "probably not for you".
Ask for a sleep problem assessmentfinds sleep hardest+15Sleep problems are common in adults with ADHD and can need separate assessment.
Ask for a sleep problem assessmentADHD medication: current+5NICE recommends monitoring sleep changes during ADHD medication treatment.
Keep a steady sleep windowreading for yourself and age 18 or olderfilterOutside this group the item sinks to "probably not for you".
Keep a steady sleep windowfinds sleep hardest+10Sleep difficulties make this directly relevant.
Keep a steady sleep windowsleeping 6.9 hours or less+12NHS says most adults need 7 to 9 hours of sleep.
Discuss cannabis use openlyreading for yourself and age 18 or olderfilterOutside this group the item sinks to "probably not for you".
Discuss cannabis use openlyalso dealing with alcohol or drug problems+12Substance-related problems warrant an individual assessment.
Ask about bullying and exclusionreading for your child and age 6 or older and age 17 or youngerfilterOutside this group the item sinks to "probably not for you".
Ask about bullying and exclusionfinds school or relationships hardest+12Bullying involvement is common in the cited ADHD school-age survey.
Support your child's tooth carereading for your child and age 17 or youngerfilterOutside this group the item sinks to "probably not for you".
Check your child's sports helmetreading for your child and age 17 or youngerfilterOutside this group the item sinks to "probably not for you".
Notice lasting changes in moodfinds emotions hardest+12Depression can affect mood, enjoyment and everyday functioning.
Notice lasting changes in moodalso dealing with depression+10Persistent or worsening depression symptoms warrant professional support.
Ask for a diagnosis explanationdiagnosed: yes+8The next steps after diagnosis should be explained.
Add gentle strength workreading for yourself and age 18 or olderfilterOutside this group the item sinks to "probably not for you".
Add gentle strength workactivity: low+12Building up activity offers general health benefits.
Discuss substance risk with your teamalso dealing with alcohol or drug problems+18NICE includes substance misuse risk in the assessment before ADHD medication.
Ask for help with youth vapingreading for your child and age 17 or younger and age 11 or olderfilterOutside this group the item sinks to "probably not for you".
Ask for help with youth vapingalso dealing with alcohol or drug problems+12Existing substance concerns make professional support more relevant.
Ask for tailored sleep supportreading for your child and age 5 or older and age 12 or youngerfilterOutside this group the item sinks to "probably not for you".
Ask for tailored sleep supportfinds sleep hardest+10Sleep difficulties make this directly relevant.
Notice worry behind the behaviourreading for your childfilterOutside this group the item sinks to "probably not for you".
Notice worry behind the behaviourfinds emotions or school hardest+12Anxiety can interfere with school and play and may appear as irritability.
Notice worry behind the behaviouralso dealing with anxiety+10Persistent anxiety affecting daily activities deserves attention.
Ask about parent behaviour trainingreading for your child and age 17 or youngerfilterOutside this group the item sinks to "probably not for you".
Ask about parent behaviour trainingage 5 or younger+18NICE and the AAP recommend parent training as the first treatment at this age.
Ask about parent behaviour trainingage 12 or older-10Guidelines give parent training a smaller role for teenagers.
Ask for workplace adjustmentsreading for yourself and age 16 or olderfilterOutside this group the item sinks to "probably not for you".
Ask for workplace adjustmentsin paid work+12NHS guidance describes adjustments for people with ADHD at work.
Ask for workplace adjustmentsfinds work hardest+6Adjustments can address identified work barriers.
Get help for loss-of-control eatingreading for yourself and age 18 or olderfilterOutside this group the item sinks to "probably not for you".
Get help for loss-of-control eatingalso dealing with depression or anxiety or alcohol or drug problems+10NHS: eating disorders are more likely with depression, anxiety or alcohol or drug misuse.
Discuss treatment and driving safetyreading for yourself and age 15 or olderfilterOutside this group the item sinks to "probably not for you".
Discuss treatment and driving safetydriving+15Driving safety is relevant to both ADHD symptoms and medicine effects.
Discuss treatment and driving safetyADHD medication: current+6NHS lists dizziness, blurred vision and sleepiness as effects that can make driving unsafe.
Ask for support for yourself tooreading for your childfilterOutside this group the item sinks to "probably not for you".
Ask for support for yourself toofinds emotions or relationships hardest+12NICE recommends considering the support needs of ADHD family members.
Keep a conversation with schoolreading for your childfilterOutside this group the item sinks to "probably not for you".
Keep a conversation with schoolfinds school hardest+12NICE recommends school liaison at diagnosis, symptom changes and school transitions.
Give screens a bedtime boundaryfinds sleep hardest+10Sleep difficulties make this directly relevant.
Review caffeine and sleep togetherreading for yourself and age 18 or olderfilterOutside this group the item sinks to "probably not for you".
Review caffeine and sleep togetherfinds sleep hardest+10Sleep difficulties make this directly relevant.
Ask for appointment text remindersfinds time or organisation hardest+10NIMH notes keeping appointments can be hard with ADHD.
Ask about restless legs at nightfinds sleep hardest+10Sleep difficulties make this directly relevant.
Compare quiet with gentle noisefinds attention or school hardest+10The evidence concerns attention during brief tasks.
Put your phone away before drivingage 15 or olderfilterOutside this group the item sinks to "probably not for you".
Put your phone away before drivingfinds attention or impulsivity hardest+10Phone distractions compete with attention to driving.
Put your phone away before drivingdriving+10The crash-risk evidence concerns licensed drivers.
Recall before you rereadfinds school or attention hardest+10Self-testing gives study a clear task and feedback.
Recall before you rereadin school or studying+10The evidence comes from student and classroom learning.
Share time your child enjoysreading for your childfilterOutside this group the item sinks to "probably not for you".
Share time your child enjoysfinds relationships hardest+12Positive parent and child contact is recommended in NICE ADHD guidance.
Choose how to explain your ADHDreading for yourself and age 18 or olderfilterOutside this group the item sinks to "probably not for you".
Choose how to explain your ADHDfinds relationships hardest+12NICE lists social relationship issues among post-diagnosis discussion topics.
Try a supportive ADHD groupfinds relationships hardest+12NICE includes peer and voluntary support in information for people with ADHD.
Link a small action to a clear cuefinds organisation or time or attention hardest+10A clear cue links a planned action to a situation.
Ask a clinician about melatoninreading for your child and age 6 or older and age 17 or youngerfilterOutside this group the item sinks to "probably not for you".
Ask a clinician about melatoninfinds sleep hardest+10Sleep difficulties make this directly relevant.
Keep commitments in one calendarreading for yourself and age 18 or olderfilterOutside this group the item sinks to "probably not for you".
Keep commitments in one calendarfinds time or organisation hardest+10Calendar checks support remembering timed commitments.
Treat big feelings as part of ADHDreading for yourself and age 18 or olderfilterOutside this group the item sinks to "probably not for you".
Treat big feelings as part of ADHDfinds emotions hardest+12Emotion dysregulation is much higher in adults with ADHD than in comparison groups.
Spread study across later revisitsfinds school or time hardest+10Planned revisits distribute learning over time.
Spread study across later revisitsin school or studying+10The evidence comes from student and classroom learning.
Shrink a task to its first actionfinds work or school or organisation hardest+10Smaller actions support getting started on complex tasks.
Plan medication reminders safelyADHD medication: currentfilterOutside this group the item sinks to "probably not for you".
Plan medication reminders safelyfinds organisation or time hardest+10NHS lists forgetfulness as a common adult ADHD sign.
Capture tasks in one placereading for yourself and age 18 or olderfilterOutside this group the item sinks to "probably not for you".
Capture tasks in one placefinds organisation hardest+10A single list supports keeping track of tasks.
Automate a bill you can coverreading for yourself and age 18 or olderfilterOutside this group the item sinks to "probably not for you".
Automate a bill you can coverfinds money or organisation hardest+10Recurring payments reduce repeated bill administration.
Help your child find active funreading for your child and age 6 or older and age 17 or youngerfilterOutside this group the item sinks to "probably not for you".
Help your child find active funactivity: low+12Building up activity offers general health benefits.
Help your child find active funfinds attention or impulsivity hardest+5Trials measured core ADHD symptoms, but certainty is very low.
Repeat back what you heardreading for yourself and age 18 or olderfilterOutside this group the item sinks to "probably not for you".
Repeat back what you heardfinds relationships hardest+12Interrupting and distractibility can affect conversations in adult ADHD.
Make room for mixed feelingsreading for yourself and age 18 or older and diagnosed: yesfilterOutside this group the item sinks to "probably not for you".
Make room for mixed feelingsfinds emotions hardest+12An adult ADHD diagnosis can bring mixed emotional reactions.
Praise a specific effortreading for your childfilterOutside this group the item sinks to "probably not for you".
Praise a specific effortfinds relationships hardest+12NHS ADHD guidance recommends recognising effort to support self-esteem.
Set a limit before overload buildsreading for yourself and age 18 or olderfilterOutside this group the item sinks to "probably not for you".
Set a limit before overload buildsfinds work or relationships hardest+12ADHD can create difficulties at work and in relationships.
Work in short, adjustable blocksreading for yourself and age 18 or olderfilterOutside this group the item sinks to "probably not for you".
Work in short, adjustable blocksfinds attention or time or work hardest+10Short task blocks reduce opportunities to switch away.
Silence nonessential notificationsreading for yourself and age 16 or olderfilterOutside this group the item sinks to "probably not for you".
Silence nonessential notificationsfinds attention or work or school hardest+10Notifications can interrupt attention even without phone use.
Choose your important task firstreading for yourself and age 18 or olderfilterOutside this group the item sinks to "probably not for you".
Choose your important task firstfinds organisation or work hardest+10Prioritising helps identify the next important task.
Give essentials a homereading for yourself and age 18 or olderfilterOutside this group the item sinks to "probably not for you".
Give essentials a homefinds organisation hardest+10Fixed locations support finding important belongings.
Make space for siblings tooreading for your childfilterOutside this group the item sinks to "probably not for you".
Make space for siblings toofinds relationships hardest+12Siblings can find it hard when much attention goes to a child with ADHD.
Help your child name the feelingreading for your childfilterOutside this group the item sinks to "probably not for you".
Help your child name the feelingfinds emotions hardest+12NHS ADHD guidance includes support with emotional regulation.
Pause before you reactreading for yourself and age 18 or olderfilterOutside this group the item sinks to "probably not for you".
Pause before you reactfinds emotions or relationships hardest+12ADHD can make emotional regulation harder.
Name your own strengthsreading for yourself and age 18 or olderfilterOutside this group the item sinks to "probably not for you".
Name your own strengthsfinds work hardest+12NICE includes strengths and employment issues in post-diagnosis discussions.
Make a short leaving checklistfinds organisation or time hardest+10Visible steps support everyday transitions.
Put a pause before checkoutreading for yourself and age 18 or olderfilterOutside this group the item sinks to "probably not for you".
Put a pause before checkoutfinds money or impulsivity hardest+10Shopping lists and checkout barriers support a spending pause.
Make time visiblefinds time hardest+10External cues support noticing time and transitions.
Keep boundaries clear and calmreading for your childfilterOutside this group the item sinks to "probably not for you".
Keep boundaries clear and calmfinds impulsivity or relationships hardest+12NICE recommends clear and appropriate behaviour rules for children with ADHD.
Give paperwork a next actionreading for yourself and age 18 or olderfilterOutside this group the item sinks to "probably not for you".
Give paperwork a next actionfinds organisation or money hardest+10Simple filing separates stored papers from unfinished actions.
Park distractions for laterreading for yourself and age 16 or olderfilterOutside this group the item sinks to "probably not for you".
Park distractions for laterfinds attention or work or school hardest+10Brief notes let you return to the current task.
Park distractions for laterin school or studying+5NHS ADHD study advice recommends this for students.
Answer self-criticism with kindnessreading for yourself and age 18 or olderfilterOutside this group the item sinks to "probably not for you".
Answer self-criticism with kindnessfinds emotions hardest+12Procrastination and trouble finishing tasks are common in adults with ADHD.
Review the coming weekreading for yourself and age 18 or olderfilterOutside this group the item sinks to "probably not for you".
Review the coming weekfinds organisation or time hardest+10Looking ahead makes upcoming commitments visible.
Block one distracting digital routereading for yourself and age 16 or olderfilterOutside this group the item sinks to "probably not for you".
Block one distracting digital routefinds attention or work or school hardest+10A targeted block reduces access to a recurring distraction.
Block one distracting digital routein school or studying+5NHS ADHD study advice recommends this for students.
Check how long tasks really takereading for yourself and age 18 or olderfilterOutside this group the item sinks to "probably not for you".
Check how long tasks really takefinds time hardest+10Observed durations give you information for time planning.
Ask for organisational skills trainingreading for your child and age 6 or older and age 17 or youngerfilterOutside this group the item sinks to "probably not for you".
Ask for organisational skills trainingfinds organisation or school or time hardest+8The programme targets planning and organisation needed for school.
Build a homework packing routinereading for your child and age 6 or older and age 17 or youngerfilterOutside this group the item sinks to "probably not for you".
Build a homework packing routinefinds organisation or school hardest+10The skills evidence concerns organisation and academic performance.
Get some morning daylightreading for yourself and age 18 or olderfilterOutside this group the item sinks to "probably not for you".
Get some morning daylightfinds sleep hardest+10Sleep difficulties make this directly relevant.
Pair a small task with a rewardfinds attention or organisation hardest+10An achievable goal makes the rewarded action clear.
Bring cycle patterns to your clinicianreading for yourself and female and age 18 or olderfilterOutside this group the item sinks to "probably not for you".
Bring cycle patterns to your clinicianfinds attention or sleep or emotions hardest+5These symptoms may fluctuate with the menstrual cycle.
Practise gentle calming breathsreading for yourself and age 18 or olderfilterOutside this group the item sinks to "probably not for you".
Practise gentle calming breathsfinds emotions hardest+12Adults with ADHD have elevated emotional regulation difficulties.
Check a hurtful message before replyingreading for yourself and age 18 or olderfilterOutside this group the item sinks to "probably not for you".
Check a hurtful message before replyingfinds emotions or relationships hardest+12Adults with ADHD can have greater emotional regulation difficulties.
Try mindfulness gentlyreading for yourself and age 18 or olderfilterOutside this group the item sinks to "probably not for you".
Try mindfulness gentlyfinds attention hardest+12Adult ADHD trials measured self-rated ADHD symptoms, with very low certainty.
Check omega 3 claims before buyingreading for your child and age 6 or older and age 17 or youngerfilterOutside this group the item sinks to "probably not for you".
Practise friendship without pressurereading for your childfilterOutside this group the item sinks to "probably not for you".
Practise friendship without pressurefinds relationships or school hardest+12Friendship and conversational difficulties can affect young people with ADHD.

Data last reviewed . Published by Pawel Jozefiak.