What can I do right now?

Type one line in your phone notes: the difficulty your child would want treatment to help with.

Only a qualified prescriber can decide whether methylphenidate suits your child. The estimate is for school age children and does not apply to preschoolers.

From Discuss methylphenidate for your child

Jot down the moment in an ordinary day you would most like treatment to improve.

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.

From Discuss methylphenidate as an adult

Picture one recent moment when your child needed more support than they got. That is your opening example.

A qualified clinician should tell ADHD apart from normal developmental variation and other conditions. Assessment routes differ between countries.

From Request your child's ADHD assessment

Write the one difficulty you most want the assessor to understand as a single sentence.

An online screener cannot confirm ADHD. A qualified clinician has to weigh your symptoms, impairment and other possible causes.

From Ask for an adult ADHD assessment

Add one change you've noticed, good or bad, to a note titled 'next review'.

The prescriber directs every medication change. Report worrying effects promptly instead of waiting for the next routine review.

From Plan titration with your clinician

Write down one thing that went well and one that didn't on your child's previous treatment.

These are clinician-led alternatives, not interchangeable medicines. Appetite, sleep and cardiovascular effects need review; the youth estimate does not describe adult efficacy.

From Ask about amphetamine alternatives

Type the one question about nonstimulant treatment you most want answered.

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.

From Ask about atomoxetine as an adult

Open your notes and write the one health detail or medicine the prescriber must not miss.

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.

From Prepare a medication safety review

Start a note called 'treatment review' and put the first thing you want to raise in it.

New problems or side effects mean an earlier review, not a wait. Medication decisions belong with your prescriber.

From Book your treatment review

Write down the mood or anxiety worry you want your clinician to hear about.

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.

From Ask for anxiety and depression care

Write down the one concern about a nonstimulant you want the clinician to answer.

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.

From Ask about alpha-2 nonstimulant options

Write the single school barrier you want the support meeting to tackle.

Eligibility and legal procedures vary by country and school system. An ADHD diagnosis does not automatically decide which plan or adjustments a child gets.

From Request a school support plan

Finish the sentence 'I'd want an ADHD therapist to help me with...' in your notes.

Choose a qualified therapist and keep therapy connected to the rest of your care. CBT does not require you to change medication yourself.

From Ask about CBT adapted for adult ADHD

Check your calendar: do you know when your next pulse and blood pressure check is?

New chest pain, fainting or significant palpitations need prompt medical assessment. A clinician should interpret readings and decide whether further tests are needed.

From Arrange pulse and blood pressure checks

Write down the learning, communication or movement concern you want to mention.

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.

From Ask about coexisting conditions

Name the smoking moment you'd most want help with.

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

From Ask for support with smoking

Think of any change in your child's appetite that you want to report.

A clinician should read the growth chart and decide how treatment responds to it. Raise appetite or growth worries without changing the medication yourself.

From Arrange your child's growth checks

Write down the question about pregnancy and your current treatment that worries you most.

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.

From Plan a pregnancy medication review

Pick one kind of movement you enjoy and could actually repeat.

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

From Build activity you enjoy

Name one effect of drinking you'd like to talk about, without judging yourself.

Alcohol withdrawal can be dangerous. If you may be dependent, get medical advice before changing your drinking. Seizures or hallucinations need emergency help.

From Bring alcohol into your health review

Practise saying it out loud: 'I am struggling and need someone to stay with me while I get help.'

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.

From Take talk of suicide seriously

Write down the handover detail you most need someone to clear up.

Referral rules and ages differ by service and country. Confirm with the clinical teams who carries on prescribing and monitoring.

From Plan the move to adult ADHD care

Look around for one spot at home where a child could reach medicines or supplements.

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.

From Put medicines out of children's reach

Recall whether you have noticed your child snoring, gasping or pausing while breathing in sleep.

Snoring alone does not diagnose sleep apnoea. A clinician needs to assess it, and breathing pauses with marked daytime sleepiness need prompt review.

From Mention your child's snoring

Name one meal your child manages well and one they struggle with.

Weight loss or growth worries need a clinical review. Any change to medicines or their timing must be agreed with the prescriber.

From Ask for an appetite eating plan

Think back: does your child usually wake refreshed, or still very tired?

From Protect your child's sleep time

Name one health check or result you're not sure is up to date.

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.

From Ask which health checks are due

Write down the sleep symptom you most want looked at.

Ongoing sleepiness, pauses in breathing or gasping need medical assessment. If sleepiness makes driving unsafe, do not drive, and get clinical advice.

From Ask for a sleep problem assessment

Pick a wake time that works most days of your week without cutting your sleep short.

If sleep problems persist or affect daily life, get assessed. Medication changes belong with your prescriber.

From Keep a steady sleep window

Name what you hope cannabis helps with, and one worry you'd like to raise.

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.

From Discuss cannabis use openly

Say it out loud until it sounds like you: 'If someone is hurting or excluding you, I want to know and help.'

Seek urgent help for threats or injury. Respond to harm whether your child was targeted, harmed others or both.

From Ask about bullying and exclusion

Name the part of brushing your child finds hardest, so you can ask for help with it.

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

From Support your child's tooth care

Try to remember when your child's helmet fit was last checked.

A helmet does not rule out concussion or other injury. Get medical advice after a worrying head injury.

From Check your child's sports helmet

Ask yourself: has my mood or enjoyment changed from usual? Then pick the person you could tell.

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.

From Notice lasting changes in mood

Type the question about ADHD you most want answered.

Use the conversation to understand the diagnosis and your options. Treatment decisions should be made for you specifically, with your clinician.

From Ask for a diagnosis explanation

Decide whether you'd rather learn strength moves at home or with an instructor.

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

From Add gentle strength work

Name one easy meal you already like and could eat often.

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

From Make regular meals easier

Write down the substance-use or medicine-safety worry you want to raise privately with your clinician.

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.

From Discuss substance risk with your team

Come up with one neutral question about vaping that asks what your child thinks.

If your child uses nicotine, ask their healthcare professional about appropriate support. Treatment choices for young people need individual advice.

From Ask for help with youth vaping

Name the one sleep problem that most disrupts your child's night.

Get clinical advice for sleep problems that persist. Breathing pauses and marked daytime sleepiness need assessment.

From Ask for tailored sleep support

Try the question out loud: 'What feels hardest or most worrying about this?'

This cannot diagnose anxiety. Get prompt help for severe distress, self-harm or major loss of functioning.

From Notice worry behind the behaviour

Write down one daily situation, like bedtime or leaving the house, you'd want a parent-training therapist's help with.

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.

From Ask about parent behaviour training

Write down the one work barrier you'd most like support with.

Disclosure and workplace rights depend on local rules and your circumstances. Ask about confidentiality and share only what the request needs.

From Ask for workplace adjustments

Ask yourself honestly: does eating often feel out of your control?

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.

From Get help for loss-of-control eating

Write down one driving moment that worried you, to take to your clinician.

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.

From Discuss treatment and driving safety

Write down one name and the help you would ask that person for.

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

From Ask for support for yourself too

Write down the question about school you most want answered.

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

From Keep a conversation with school

Take the last health claim you heard and ask: 'What evidence would let someone else check this?'

A relatable video cannot diagnose ADHD or justify changing treatment. Take diagnostic or treatment questions to a qualified clinician.

From Check ADHD claims before sharing

Pick the quiet thing you'll do after screens this evening.

From Give screens a bedtime boundary

Name the time of your usual last caffeinated drink of the day.

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

From Review caffeine and sleep together

Look up your next appointment and ask yourself if the service has your current phone number.

From Ask for appointment text reminders

Think back: is the leg discomfort worse when you're resting at night?

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.

From Ask about restless legs at night

Pick a task where background sound helped you or got in your way. That's your test task.

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.

From Compare quiet with gentle noise

If you're not driving right now, pick where the phone goes on your next journey.

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.

From Put your phone away before driving

Without looking, say one fact you studied recently. Then decide how you'll check it later.

From Recall before you reread

Jot down something your child loves and a curious question you could ask about it.

From Share time your child enjoys

Fill in the blanks out loud: 'One thing I find difficult is ___. A helpful response would be ___.'

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

From Choose how to explain your ADHD

Write down what you'd want from a group: understanding, shared experience or practical encouragement.

Peer support complements professional help. Do not follow another member's medication or diagnostic advice.

From Try a supportive ADHD group

Finish the sentence 'If this happens, then I will...' in your head, with a cue you know and one small action.

From Link a small action to a clear cue

Write down one sleep question you want answered before melatonin comes 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.

From Ask a clinician about melatonin

Decide which calendar you'll look at before you accept your next appointment.

From Keep commitments in one calendar

What was the last strong feeling you had, and what set it off? Name both.

Strong feelings are not always ADHD. Seek help promptly for low mood lasting weeks, hopelessness or thoughts of self-harm.

From Treat big feelings as part of ADHD

Pick one thing you want to remember next week and when you could look at it again.

From Spread study across later revisits

Name a task you've been putting off and the first physical thing it needs.

From Shrink a task to its first action

Write down the reminder or storage question you most want to ask your pharmacist.

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.

From Plan medication reminders safely

Pick the place your next task will go, somewhere you already use, and picture opening it.

From Capture tasks in one place

Name one predictable bill you still have to remember by hand.

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.

From Automate a bill you can cover

Ask your child which active game or sport sounds enjoyable.

Choose activities that suit your child's age, health and ability. Ask about adaptations if a medical condition limits exercise.

From Help your child find active fun

Try the line out loud: 'What I heard was ___. Is that what you meant?'

Communication exercises are not a solution to coercion or abuse. Seek confidential support if you feel unsafe.

From Repeat back what you heard

Name one feeling about your diagnosis and leave it as it is.

Grief-like feelings do not explain every change in mood. Seek help for persistent hopelessness, loss of functioning or thoughts of self-harm.

From Make room for mixed feelings

Pick a recent effort your child made and say out loud the exact words you'd use to praise it.

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

From Praise a specific effort

Say one kind, clear limit out loud: 'I cannot take that on today.'

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

From Set a limit before overload builds

Pick one task and a small piece you could do before a break.

From Work in short, adjustable blocks

Pick one type of notification that can safely wait until your next break.

From Silence nonessential notifications

Name the task whose delay would matter most today, and its smallest useful first move.

From Choose your important task first

Pick a handy, secure home for the thing you lose most often.

From Give essentials a home

Practise the question: 'How has this been for you? You can tell me the difficult parts too.'

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

From Make space for siblings too

Practise the words: 'I can see this is hard. Are you angry, sad, or something else?'

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

From Help your child name the feeling

Run it silently: 'I feel overwhelmed. Can we pause and come back to this?'

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

From Pause before you react

Jot down a situation you handled well and the skill you used.

From Name your own strengths

Write down the thing you most often forget when you leave home. That's line one of your checklist.

From Make a short leaving checklist

Name one shopping shortcut you'd like to make less automatic.

From Put a pause before checkout

Name a transition you often miss, and what you want its cue to make you do.

From Make time visible

Say one calm, concrete boundary out loud: 'I will help you, and I will not let anyone get hurt.'

Avoid physical punishment, humiliation or withholding basic needs. Ask for professional help if family conflict or aggression is escalating.

From Keep boundaries clear and calm

Pick one paper lying around that needs an action, not more sorting.

From Give paperwork a next action

Run it in your head: a side thought turns up, you give it a short label, you go back to the task.

From Park distractions for later

Say it silently: 'This is a hard moment. What would I say to someone I care about?'

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

From Answer self-criticism with kindness

Pick a regular slot in your week for a short look ahead.

From Review the coming week

Name the one app or website that most often breaks into a task you want to finish.

From Block one distracting digital route

Pick one task you repeat and usually think will take less time than it does.

From Check how long tasks really take

Write down one way school organisation goes wrong for your child, to raise with trained staff.

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.

From Ask for organisational skills training

Name the homework-materials problem you and your child most want to make easier.

From Build a homework packing routine

Pick one safe spot outdoors you could get to soon after waking.

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

From Get some morning daylight

Pick one tiny task step and something pleasant and affordable to follow it.

From Pair a small task with a reward

Ask yourself whether the changes you want to raise seem to line up with your period.

Do not use cycle timing to change medicines yourself. Seek help for severe symptoms without waiting to finish a diary.

From Bring cycle patterns to your clinician

Get comfortable and just notice how you're breathing, without changing it.

Do not assume new chest pain, faintness or severe breathlessness is stress. Seek medical help.

From Practise gentle calming breaths

Pick an ambiguous comment from memory. Split the words you heard from the meaning you added.

Do not use an RSD label to diagnose yourself or excuse another person's abuse. Seek help for severe or persistent distress.

From Check a hurtful message before replying

Listen for a nearby sound or feel your natural breath. When your mind wanders, bring it back gently.

Mindfulness is not helpful for everyone. Stop if it worsens distress, and discuss persistent symptoms with a clinician.

From Try mindfulness gently

Write down exactly what improvement you'd expect before paying for an ADHD supplement.

Discuss supplements with a clinician or pharmacist, especially alongside medicines. This is an evidence review, not a recommendation to self-treat.

From Check omega 3 claims before buying

Try one gentle question: 'Is there a friendship situation you want help with?'

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

From Practise friendship without pressure

Write down one thing you hope it helps and one worry, to take to the prescriber.

Only a qualified prescriber can decide whether methylphenidate suits your child. The estimate is for school age children and does not apply to preschoolers.

From Discuss methylphenidate for your child

Write a few treatment goals and your questions about side effects.

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.

From Discuss methylphenidate as an adult

Write a short request to your child's clinician that describes the main concern.

A qualified clinician should tell ADHD apart from normal developmental variation and other conditions. Assessment routes differ between countries.

From Request your child's ADHD assessment

Write three examples of what you struggle with and roughly when each began.

An online screener cannot confirm ADHD. A qualified clinician has to weigh your symptoms, impairment and other possible causes.

From Ask for an adult ADHD assessment

Write a few lines on attention, how your days are going, sleep, appetite and mood.

The prescriber directs every medication change. Report worrying effects promptly instead of waiting for the next routine review.

From Plan titration with your clinician

Write what helped, what did not, and what your child found uncomfortable.

These are clinician-led alternatives, not interchangeable medicines. Appetite, sleep and cardiovascular effects need review; the youth estimate does not describe adult efficacy.

From Ask about amphetamine alternatives

List what you want from an alternative and what made previous treatment hard.

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.

From Ask about atomoxetine as an adult

List every medicine and supplement you take right now for the appointment.

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.

From Prepare a medication safety review

Find the date of your last review. If the next one is unclear, draft a request.

New problems or side effects mean an earlier review, not a wait. Medication decisions belong with your prescriber.

From Book your treatment review

Write when it started, how often it happens and what it stops you doing.

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.

From Ask for anxiety and depression care

Write down your child's current medicines and any history of fainting or marked sleepiness.

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.

From Ask about alpha-2 nonstimulant options

Draft an email asking the school for a support meeting or a needs assessment.

Eligibility and legal procedures vary by country and school system. An ADHD diagnosis does not automatically decide which plan or adjustments a child gets.

From Request a school support plan

Write three questions for a therapist: their ADHD experience, the format, the cost.

Choose a qualified therapist and keep therapy connected to the rest of your care. CBT does not require you to change medication yourself.

From Ask about CBT adapted for adult ADHD

Look at your appointment record, and if the next check isn't clear, contact the service in charge.

New chest pain, fainting or significant palpitations need prompt medical assessment. A clinician should interpret readings and decide whether further tests are needed.

From Arrange pulse and blood pressure checks

Write the concern and one example of it from home or school.

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.

From Ask about coexisting conditions

List your strongest cravings, previous attempts and questions for an adviser.

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

From Ask for support with smoking

Check when height and weight were last measured, and book the next appointment if it's due.

A clinician should read the growth chart and decide how treatment responds to it. Raise appetite or growth worries without changing the medication yourself.

From Arrange your child's growth checks

Draft a request for a medication review that mentions pregnancy or your plans for it.

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.

From Plan a pregnancy medication review

If it is safe for you, take a comfortable short walk or use an adapted movement you already know.

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

From Build activity you enjoy

Write a short account of your drinking pattern and any problems or withdrawal symptoms.

Alcohol withdrawal can be dangerous. If you may be dependent, get medical advice before changing your drinking. Seizures or hallucinations need emergency help.

From Bring alcohol into your health review

Identify your local crisis service and a trusted person you could contact; do not delay urgent help to do this.

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.

From Take talk of suicide seriously

Write a message asking the current team what the transition plan is.

Referral rules and ages differ by service and country. Confirm with the clinical teams who carries on prescribing and monitoring.

From Plan the move to adult ADHD care

Check that place and return any medicines to appropriate safe storage out of reach and sight.

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.

From Put medicines out of children's reach

Write down the breathing signs and how your child seems during the day.

Snoring alone does not diagnose sleep apnoea. A clinician needs to assess it, and breathing pauses with marked daytime sleepiness need prompt review.

From Mention your child's snoring

List recent eating changes and the foods your child currently accepts.

Weight loss or growth worries need a clinical review. Any change to medicines or their timing must be agreed with the prescriber.

From Ask for an appetite eating plan

Check the CDC age table and compare it with your child's usual time asleep.

From Protect your child's sleep time

List known family history, existing conditions and any past results you can easily find.

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.

From Ask which health checks are due

Write when the problem happens, and whether anyone has noticed snoring or pauses in your breathing.

Ongoing sleepiness, pauses in breathing or gasping need medical assessment. If sleepiness makes driving unsafe, do not drive, and get clinical advice.

From Ask for a sleep problem assessment

Compare your workday and free-day sleep times and identify the biggest mismatch.

If sleep problems persist or affect daily life, get assessed. Medication changes belong with your prescriber.

From Keep a steady sleep window

Write a brief account of your use and its effects on sleep, attention and daily life.

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.

From Discuss cannabis use openly

Ask about one part of your child's day and listen without jumping straight to advice.

Seek urgent help for threats or injury. Respond to harm whether your child was targeted, harmed others or both.

From Ask about bullying and exclusion

Check the NHS advice for your child's age and identify one brushing step to support.

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

From Support your child's tooth care

Open the activity-specific CDC helmet guide and identify the fit checks.

A helmet does not rule out concussion or other injury. Get medical advice after a worrying head injury.

From Check your child's sports helmet

Note what changed, when it began and one example of how it affects everyday life.

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.

From Notice lasting changes in mood

List two questions and one part of the diagnosis you want explained.

Use the conversation to understand the diagnosis and your options. Treatment decisions should be made for you specifically, with your clinician.

From Ask for a diagnosis explanation

Read the NHS guide and select one movement that appears suitable for you.

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

From Add gentle strength work

Choose a simple breakfast or other meal from foods you usually have.

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

From Make regular meals easier

List the substances and medicines you use, and any worries about control or safety.

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.

From Discuss substance risk with your team

Read the CDC parent guide and choose one question for a healthcare professional.

If your child uses nicotine, ask their healthcare professional about appropriate support. Treatment choices for young people need individual advice.

From Ask for help with youth vaping

Write down that problem, its daytime impact and what you have already tried.

Get clinical advice for sleep problems that persist. Breathing pauses and marked daytime sleepiness need assessment.

From Ask for tailored sleep support

Write down one repeated worry, when it appears and what your child avoids.

This cannot diagnose anxiety. Get prompt help for severe distress, self-harm or major loss of functioning.

From Notice worry behind the behaviour

Write to your child's clinician asking about behavioural parent training.

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.

From Ask about parent behaviour training

Write one sentence on the barrier and one on an adjustment that might help.

Disclosure and workplace rights depend on local rules and your circumstances. Ask about confidentiality and share only what the request needs.

From Ask for workplace adjustments

Note when binges happened this week and how you felt before and after.

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.

From Get help for loss-of-control eating

Write down attention problems or side effects that could affect your driving.

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.

From Discuss treatment and driving safety

Draft a specific request for emotional or practical support.

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

From Ask for support for yourself too

Draft a brief message asking the teacher for a conversation about one concern.

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

From Keep a conversation with school

Open one source behind an ADHD claim and check its author, date and study population.

A relatable video cannot diagnose ADHD or justify changing treatment. Take diagnostic or treatment questions to a qualified clinician.

From Check ADHD claims before sharing

Work out a screen stopping time that leaves a short wind-down before bed.

From Give screens a bedtime boundary

List yesterday's caffeinated drinks and their approximate times.

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

From Review caffeine and sleep together

Check the reminder options for one upcoming appointment.

From Ask for appointment text reminders

Note the sensation, when it happens and whether movement changes it.

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.

From Ask about restless legs at night

Remove one avoidable source of noise and try a small task in the quieter setting.

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.

From Compare quiet with gentle noise

Before your next drive, set up phone silencing, your route and an out-of-reach phone location.

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.

From Put your phone away before driving

Cover a short piece of study material, recall its main point and check your answer.

From Recall before you reread

Ask your child to show or tell you something they enjoy, and listen without correcting.

From Share time your child enjoys

Choose one trusted person and draft a short explanation of what you want them to understand.

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

From Choose how to explain your ADHD

Use the NHS resource list to identify one suitable group and check its audience and cost.

Peer support complements professional help. Do not follow another member's medication or diagnostic advice.

From Try a supportive ADHD group

Write your cue and action, then rehearse the sentence once.

From Link a small action to a clear cue

List the sleep approaches already tried and whether they helped.

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.

From Ask a clinician about melatonin

Enter your next commitment with its location and preparation note.

From Keep commitments in one calendar

Write two recent examples of fast, strong feelings and how long each lasted.

Strong feelings are not always ADHD. Seek help promptly for low mood lasting weeks, hopelessness or thoughts of self-harm.

From Treat big feelings as part of ADHD

Add one short revisit of a current topic to your calendar.

From Spread study across later revisits

Do that first action and identify what comes next.

From Shrink a task to its first action

Write that question beside the medicine instructions you plan to bring.

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.

From Plan medication reminders safely

Make a single inbox and put three loose tasks into it.

From Capture tasks in one place

Check that bill's amount and next payment date.

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.

From Automate a bill you can cover

Choose one manageable activity and check what supervision or equipment it needs.

Choose activities that suit your child's age, health and ability. Ask about adaptations if a medical condition limits exercise.

From Help your child find active fun

Practise listening to one concern and summarising it before offering advice.

Communication exercises are not a solution to coercion or abuse. Seek confidential support if you feel unsafe.

From Repeat back what you heard

Write what the diagnosis helps explain and one question or feeling you want to discuss.

Grief-like feelings do not explain every change in mood. Seek help for persistent hopelessness, loss of functioning or thoughts of self-harm.

From Make room for mixed feelings

Notice and warmly describe an effort your child makes during an ordinary interaction.

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

From Praise a specific effort

Identify one pressure and one person who could help reduce it.

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

From Set a limit before overload builds

Try a five minute start on that piece, with permission to stop afterwards.

From Work in short, adjustable blocks

Turn off one optional app's sounds, vibrations and banners.

From Silence nonessential notifications

Mark one priority in your task list and decide when to start it.

From Choose your important task first

Clear that small space and put the essential there.

From Give essentials a home

Check in with a sibling and listen without immediately defending anyone.

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

From Make space for siblings too

Think with your child about a word or drawing they could use when speaking feels hard.

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

From Help your child name the feeling

Identify your first warning sign in a recent disagreement and choose a pause phrase.

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

From Pause before you react

Write two concrete examples of your strengths, including one outside productivity or work.

From Name your own strengths

Write a short leaving list and put it where you collect your belongings.

From Make a short leaving checklist

Disable one optional shopping shortcut or notification.

From Put a pause before checkout

Set one clearly labelled transition alarm or place a clock in view.

From Make time visible

Choose one repeated conflict and decide how to explain the expectation in simple words.

Avoid physical punishment, humiliation or withholding basic needs. Ask for professional help if family conflict or aggression is escalating.

From Keep boundaries clear and calm

Process one document: name the action, record any deadline and decide where the paper belongs.

From Give paperwork a next action

Start a short task with a place to capture side thoughts in a few words.

From Park distractions for later

Write one harsh belief about yourself and one concrete fact that challenges it.

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

From Answer self-criticism with kindness

Check the next few calendar entries and identify one preparation task.

From Review the coming week

Set one temporary limit using a tool you already have.

From Block one distracting digital route

Estimate and time a brief familiar task, including its setup.

From Check how long tasks really take

Draft a message asking the school about structured organisational skills training.

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.

From Ask for organisational skills training

Agree one place for the materials needed for the next homework task.

From Build a homework packing routine

If daylight and conditions allow, spend a few comfortable minutes outside.

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

From Get some morning daylight

Write the step and its reward, keeping the finish point clear.

From Pair a small task with a reward

Make a brief note of today's symptoms and where you are in your cycle, if known.

Do not use cycle timing to change medicines yourself. Seek help for severe symptoms without waiting to finish a diary.

From Bring cycle patterns to your clinician

Follow the NHS breathing exercise gently, counting only if comfortable; stop if you feel worse.

Do not assume new chest pain, faintness or severe breathlessness is stress. Seek medical help.

From Practise gentle calming breaths

Draft one calm clarification question without sending it while highly upset.

Do not use an RSD label to diagnose yourself or excuse another person's abuse. Seek help for severe or persistent distress.

From Check a hurtful message before replying

Try a short seated practice from the NHS guide, keeping your eyes open if you prefer.

Mindfulness is not helpful for everyone. Stop if it worsens distress, and discuss persistent symptoms with a clinician.

From Try mindfulness gently

List the supplements and medicines you want a pharmacist to review.

Discuss supplements with a clinician or pharmacist, especially alongside medicines. This is an evidence review, not a recommendation to self-treat.

From Check omega 3 claims before buying

Rehearse one short exchange with your child, if they want to.

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

From Practise friendship without pressure

List the support your child already gets, their health conditions and medicines, and what you want to ask about monitoring.

Only a qualified prescriber can decide whether methylphenidate suits your child. The estimate is for school age children and does not apply to preschoolers.

From Discuss methylphenidate for your child

Put your medicine list and medical history on one page for the prescribing appointment.

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.

From Discuss methylphenidate as an adult

Put the school feedback and developmental information you already have in one folder.

A qualified clinician should tell ADHD apart from normal developmental variation and other conditions. Assessment routes differ between countries.

From Request your child's ADHD assessment

Draft a short appointment note: symptoms, childhood history, mood, sleep and current medicines.

An online screener cannot confirm ADHD. A qualified clinician has to weigh your symptoms, impairment and other possible causes.

From Ask for an adult ADHD assessment

Ask the clinic which feedback form they use, and write your questions for the next review.

The prescriber directs every medication change. Report worrying effects promptly instead of waiting for the next routine review.

From Plan titration with your clinician

Pull together a summary of previous treatment to go through with the prescriber.

These are clinician-led alternatives, not interchangeable medicines. Appetite, sleep and cardiovascular effects need review; the youth estimate does not describe adult efficacy.

From Ask about amphetamine alternatives

Write your questions about timing, side effects and the review appointment.

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.

From Ask about atomoxetine as an adult

Write down your own and your family's health history, and your questions about baseline checks.

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.

From Prepare a medication safety review

Write one page on what helps, the unwanted effects and the support you need now.

New problems or side effects mean an earlier review, not a wait. Medication decisions belong with your prescriber.

From Book your treatment review

Put your symptom history and current medicine list together for an appointment about combined care.

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.

From Ask for anxiety and depression care

Write your questions about the proposed medicine, whether it is licensed locally, and monitoring.

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.

From Ask about alpha-2 nonstimulant options

Make a short list for the meeting: the barriers, the help already in place, and what your child thinks.

Eligibility and legal procedures vary by country and school system. An ADHD diagnosis does not automatically decide which plan or adjustments a child gets.

From Request a school support plan

Draft a therapy enquiry: your goals, your current care, and what might make attending hard.

Choose a qualified therapist and keep therapy connected to the rest of your care. CBT does not require you to change medication yourself.

From Ask about CBT adapted for adult ADHD

Write a short note for your clinician on heart symptoms, family history and recent treatment changes.

New chest pain, fainting or significant palpitations need prompt medical assessment. A clinician should interpret readings and decide whether further tests are needed.

From Arrange pulse and blood pressure checks

Collect the reports you already have and write your questions about further assessment.

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.

From Ask about coexisting conditions

Find a local stop-smoking service or ask your clinician for a support appointment.

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

From Ask for support with smoking

Gather the measurements you have and write your questions about appetite or growth for the review.

A clinician should read the growth chart and decide how treatment responds to it. Raise appetite or growth worries without changing the medication yourself.

From Arrange your child's growth checks

Write your medicine list and a few lines on how treatment affects your everyday life.

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.

From Plan a pregnancy medication review

Try a manageable activity session, or use the time to find an accessible option.

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

From Build activity you enjoy

Contact primary care or a local alcohol service and prepare the points you want to cover.

Alcohol withdrawal can be dangerous. If you may be dependent, get medical advice before changing your drinking. Seizures or hallucinations need emergency help.

From Bring alcohol into your health review

Read NIMH's action steps with a trusted person and discuss how you would help each other reach support.

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.

From Take talk of suicide seriously

List current treatments, monitoring and support to go through at the handover meeting.

Referral rules and ages differ by service and country. Confirm with the clinical teams who carries on prescribing and monitoring.

From Plan the move to adult ADHD care

Review medicine storage with other adults at home, including what happens when visitors arrive.

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.

From Put medicines out of children's reach

Listen at your child's door for a few minutes after they fall asleep, then note what you heard for the clinician.

Snoring alone does not diagnose sleep apnoea. A clinician needs to assess it, and breathing pauses with marked daytime sleepiness need prompt review.

From Mention your child's snoring

Prepare a message for the prescriber or dietitian about appetite, eating times and weight concerns.

Weight loss or growth worries need a clinical review. Any change to medicines or their timing must be agreed with the prescriber.

From Ask for an appetite eating plan

Review bedtime, estimated sleep onset and waking with your child, then note any daytime sleepiness.

From Protect your child's sleep time

Prepare a primary-care appointment request asking which preventive checks are appropriate.

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.

From Ask which health checks are due

Write a short sleep history and your medicine list to go through with your clinician.

Ongoing sleepiness, pauses in breathing or gasping need medical assessment. If sleepiness makes driving unsafe, do not drive, and get clinical advice.

From Ask for a sleep problem assessment

Write a brief account of when you feel sleepy, fall asleep and wake, including the effect on your day.

If sleep problems persist or affect daily life, get assessed. Medication changes belong with your prescriber.

From Keep a steady sleep window

Prepare an appointment request with a clinician or local drug-support service.

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.

From Discuss cannabis use openly

If something has happened, record the basic facts and prepare a safety-focused conversation with school.

Seek urgent help for threats or injury. Respond to harm whether your child was targeted, harmed others or both.

From Ask about bullying and exclusion

Prepare a question for the dentist about brushing difficulties and check when the next visit is due.

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

From Support your child's tooth care

With your child present, check the helmet using the guide and manufacturer's instructions.

A helmet does not rule out concussion or other injury. Get medical advice after a worrying head injury.

From Check your child's sports helmet

Use those examples to request a conversation with a health professional for yourself or your child.

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.

From Notice lasting changes in mood

Read the matching NHS guide and turn whatever is unclear into questions for the appointment.

Use the conversation to understand the diagnosis and your options. Treatment decisions should be made for you specifically, with your clinician.

From Ask for a diagnosis explanation

If suitable, try a few gentle movements from the guide with the recommended support, resting as needed.

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

From Add gentle strength work

Put together a short shopping list for a few easy meals with variety across the day.

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

From Make regular meals easier

Write your questions about joined-up treatment, confidentiality and how the team watches for risk.

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.

From Discuss substance risk with your team

Prepare a supportive conversation and, if needed, request advice from your child's clinician.

If your child uses nicotine, ask their healthcare professional about appropriate support. Treatment choices for young people need individual advice.

From Ask for help with youth vaping

Prepare or send an appointment request asking about tailored sleep support.

Get clinical advice for sleep problems that persist. Breathing pauses and marked daytime sleepiness need assessment.

From Ask for tailored sleep support

Talk with your child, then prepare a short account of the pattern for their health professional.

This cannot diagnose anxiety. Get prompt help for severe distress, self-harm or major loss of functioning.

From Notice worry behind the behaviour

Hold a programme's description up against CDC's questions for finding a therapist.

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.

From Ask about parent behaviour training

Draft a short support request and work out who at work should receive it.

Disclosure and workplace rights depend on local rules and your circumstances. Ask about confidentiality and share only what the request needs.

From Ask for workplace adjustments

Book a GP appointment and write down what you want to tell them.

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.

From Get help for loss-of-control eating

Write a question about driving for your treatment review, and find the official local reporting guidance.

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.

From Discuss treatment and driving safety

Ask your health service or an established parent group what support exists for carers.

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

From Ask for support for yourself too

Prepare your child's view, your observation and one question for a teacher or school support lead.

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

From Keep a conversation with school

Compare one claim with the NIMH page and the MedlinePlus checklist before deciding whether to share it.

A relatable video cannot diagnose ADHD or justify changing treatment. Take diagnostic or treatment questions to a qualified clinician.

From Check ADHD claims before sharing

Try the first part of your wind-down with reading or another quiet screen-free activity.

From Give screens a bedtime boundary

Prepare a short sleep-and-caffeine note and one question for a clinician or pharmacist.

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

From Review caffeine and sleep together

Confirm one appointment's details and add the preparation and travel time to your calendar.

From Ask for appointment text reminders

Prepare a clinical appointment request describing the sleep impact and any other symptoms.

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.

From Ask about restless legs at night

Compare quiet and gentle noise on similar short tasks, stopping if the sound is uncomfortable.

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.

From Compare quiet with gentle noise

While parked, check the phone and navigation settings you will use for future journeys.

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.

From Put your phone away before driving

Answer a few low-stakes questions, check them and mark what needs another attempt.

From Recall before you reread

Share a small activity your child chooses, with the focus on enjoying the time together.

From Share time your child enjoys

Use the NHS conversation guide to prepare what to share, what to ask for and what should stay private.

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

From Choose how to explain your ADHD

Check moderation and privacy arrangements, then enquire about attending once as a listener.

Peer support complements professional help. Do not follow another member's medication or diagnostic advice.

From Try a supportive ADHD group

Walk through the situation and make the action easier to begin when the cue appears.

From Link a small action to a clear cue

Prepare your sleep history, medicine list and questions for the specialist appointment.

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.

From Ask a clinician about melatonin

Compare next week's calendar with recent appointment messages and correct any gaps.

From Keep commitments in one calendar

Read the NHS emotional regulation page and add your examples to the notes for your next review.

Strong feelings are not always ADHD. Seek help promptly for low mood lasting weeks, hopelessness or thoughts of self-harm.

From Treat big feelings as part of ADHD

Review an earlier topic, check what you recalled and arrange its next revisit.

From Spread study across later revisits

Break one job into a few actions and complete the first manageable part.

From Shrink a task to its first action

Prepare a short list of your reminder, recording and safe-storage difficulties for a pharmacist conversation.

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.

From Plan medication reminders safely

Collect tasks from one other list, move appointments to your calendar and choose one next action.

From Capture tasks in one place

Review its automatic-payment terms alongside your upcoming balance and other bills.

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.

From Automate a bill you can cover

Try a short, age-appropriate activity together, adjusting the time and effort to your child.

Choose activities that suit your child's age, health and ability. Ask about adaptations if a medical condition limits exercise.

From Help your child find active fun

Take turns discussing one small disagreement, checking understanding before deciding what comes next.

Communication exercises are not a solution to coercion or abuse. Seek confidential support if you feel unsafe.

From Repeat back what you heard

Read the post-diagnosis section of the NHS booklet and prepare a conversation with someone you trust.

Grief-like feelings do not explain every change in mood. Seek help for persistent hopelessness, loss of functioning or thoughts of self-harm.

From Make room for mixed feelings

Read the NHS self-esteem guide and choose one small effort to notice over the next few days.

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

From Praise a specific effort

Prepare a short conversation about capacity, including what you can offer and the help you need.

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

From Set a limit before overload builds

Try one short focus period, a brief break and a check of what helped you stay with the task.

From Work in short, adjustable blocks

Try one quiet task period, then check whether important contacts still reach you.

From Silence nonessential notifications

Review today's commitments, remove an optional task and begin the priority.

From Choose your important task first

Set homes for a few frequently lost items and rehearse returning them.

From Give essentials a home

Use NHS family resources to plan an age-appropriate explanation or ask about sibling support.

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

From Make space for siblings too

At a calm moment, discuss an upsetting event and let your child describe their own experience.

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

From Help your child name the feeling

Agree a pause signal and a way to resume difficult conversations with someone you trust.

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

From Pause before you react

Ask a trusted person for an example of a valued contribution, then compare it with your own view.

From Name your own strengths

Walk through the next departure using your list, and reorder any steps that feel awkward.

From Make a short leaving checklist

Make a list for your next purchase and check it against money already committed to bills.

From Put a pause before checkout

Try your cue during one short task and check whether you noticed it.

From Make time visible

Discuss one rule and a proportionate response with your child, then check that they understand.

Avoid physical punishment, humiliation or withholding basic needs. Ask for professional help if family conflict or aggression is escalating.

From Keep boundaries clear and calm

Work through a small batch using the same action, keep or dispose decisions.

From Give paperwork a next action

Try one focus block, then review the distraction note at the end.

From Park distractions for later

Read the NHS self-esteem guide and write a kind, balanced reply to one criticism that keeps coming back.

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

From Answer self-criticism with kindness

Review the coming week, select important next actions and remove a plan that no longer fits.

From Review the coming week

Test that limit during one small task and note what still needs to stay accessible.

From Block one distracting digital route

Compare an estimate with an observed task duration and update the next calendar slot.

From Check how long tasks really take

List the main school difficulties, and your questions about staff training, time and review.

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.

From Ask for organisational skills training

Practise gathering and packing the materials together using a short visible list.

From Build a homework packing routine

Try a short morning outing at a pace and duration that suit you.

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

From Get some morning daylight

Try one small step, acknowledge finishing it and use the reward you chose.

From Pair a small task with a reward

Prepare questions for a clinician using any cycle and symptom information you already have.

Do not use cycle timing to change medicines yourself. Seek help for severe symptoms without waiting to finish a diary.

From Bring cycle patterns to your clinician

Read the guide, practise for five comfortable minutes and identify a calm time to practise again.

Do not assume new chest pain, faintness or severe breathlessness is stress. Seek medical help.

From Practise gentle calming breaths

Read the NHS communication guide and discuss one misunderstanding with the person if it feels safe.

Do not use an RSD label to diagnose yourself or excuse another person's abuse. Seek help for severe or persistent distress.

From Check a hurtful message before replying

Read the NHS mindfulness guide, try a brief exercise and notice whether it feels helpful or distressing.

Mindfulness is not helpful for everyone. Stop if it worsens distress, and discuss persistent symptoms with a clinician.

From Try mindfulness gently

Read the Cochrane summary and prepare questions about likely benefit, cost and safety.

Discuss supplements with a clinician or pharmacist, especially alongside medicines. This is an evidence review, not a recommendation to self-treat.

From Check omega 3 claims before buying

Discuss a recent social situation, practise one option and ask whether it feels useful to your child.

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

From Practise friendship without pressure

Take a longer comfortable activity session if it fits your ability; shorter bouts still count.

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

From Build activity you enjoy

Study one small topic using repeated recall and correction, then schedule a later revisit.

From Recall before you reread

Bring active dated commitments into one calendar view and check for travel or preparation clashes.

From Keep commitments in one calendar

Split one upcoming topic into small sessions across the time available before your deadline.

From Spread study across later revisits

Work through a short sequence, pausing to make each next step concrete.

From Shrink a task to its first action

Consolidate your currently active task lists, leaving old archives alone; test whether the new inbox is easy to reopen.

From Capture tasks in one place

If it fits your budget, set up one payment, save the terms and arrange a check after the first withdrawal.

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.

From Automate a bill you can cover

Explore an accessible activity session or outdoor play opportunity your child wants to try.

Choose activities that suit your child's age, health and ability. Ask about adaptations if a medical condition limits exercise.

From Help your child find active fun

Run a work and break cycle that fits within half an hour, then adjust the next cycle.

From Work in short, adjustable blocks

Protect one work block for the priority, then check whether the next step is clear.

From Choose your important task first

Walk through your arrival and departure routine and simplify any awkward return step.

From Give essentials a home

Observe a routine with a visible clock and change only the cue that was easy to miss.

From Make time visible

Clear current incoming papers and make only the simple folders you actually need.

From Give paperwork a next action

Use the note through a work and break cycle and keep only the entries that still need action.

From Park distractions for later

Complete the weekly check and use the remaining time to start one preparation task.

From Review the coming week

Observe one routine from preparation to finish and identify the overlooked transition.

From Check how long tasks really take

Try the routine with a real task and remove steps that add effort without helping.

From Build a homework packing routine

Prepare a medication discussion

1. Agree the problems treatment should address.
2. Discuss suitability and monitoring with the clinician.
3. Bring feedback from your child and school to the planned review.

Only a qualified prescriber can decide whether methylphenidate suits your child. The estimate is for school age children and does not apply to preschoolers.

From Discuss methylphenidate for your child

Discuss an individual treatment trial

1. Bring goals and relevant health information.
2. Ask the clinician about suitability, alternatives and follow-up.
3. Review changes in functioning and adverse effects together.

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.

From Discuss methylphenidate as an adult

Build a shared picture

1. Describe concerns to your child's clinician.
2. Gather input from school and include your child's perspective.
3. Agree the assessment and interim support plan.

A qualified clinician should tell ADHD apart from normal developmental variation and other conditions. Assessment routes differ between countries.

From Request your child's ADHD assessment

Prepare for assessment

1. Identify the difficulties affecting your life.
2. Request an assessment through your local care pathway.
3. Bring available history and ask about next steps.

An online screener cannot confirm ADHD. A qualified clinician has to weigh your symptoms, impairment and other possible causes.

From Ask for an adult ADHD assessment

Make reviews informative

1. Agree treatment goals and a simple way to report changes.
2. Provide the requested feedback during clinician-led titration.
3. Review benefit, adverse effects and the next monitoring plan.

The prescriber directs every medication change. Report worrying effects promptly instead of waiting for the next routine review.

From Plan titration with your clinician

Review the need for an alternative

1. Summarise the current treatment experience.
2. Ask the clinician whether a different stimulant is appropriate.
3. Agree how the chosen plan will be monitored.

These are clinician-led alternatives, not interchangeable medicines. Appetite, sleep and cardiovascular effects need review; the youth estimate does not describe adult efficacy.

From Ask about amphetamine alternatives

Explore a nonstimulant option

1. Review previous treatment and current needs.
2. Ask about suitability and realistic expectations.
3. Agree a clinician-led monitoring and 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.

From Ask about atomoxetine as an adult

Prepare the safety information

1. Gather medicines and relevant health history.
2. Share the information at the clinician's assessment.
3. Confirm required checks and the monitoring plan.

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.

From Prepare a medication safety review

Keep care current

1. Confirm who provides your full treatment review.
2. Bring treatment feedback and changed circumstances.
3. Record the agreed plan and next review date.

New problems or side effects mean an earlier review, not a wait. Medication decisions belong with your prescriber.

From Book your treatment review

Connect the care plans

1. Raise persistent mood or anxiety symptoms.
2. Ask for assessment, treatment or an appropriate referral.
3. Agree who coordinates care and how progress will be reviewed.

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.

From Ask for anxiety and depression care

Compare the option with your child's needs

1. Summarise previous treatment and relevant health history.
2. Discuss the specific medicine and monitoring with the specialist.
3. Agree how your child will report benefits and adverse effects.

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.

From Ask about alpha-2 nonstimulant options

Agree support that can be reviewed

1. Request a meeting or assessment through the school's process.
2. Agree specific help and who will provide it.
3. Review whether the support improves access and participation.

Eligibility and legal procedures vary by country and school system. An ADHD diagnosis does not automatically decide which plan or adjustments a child gets.

From Request a school support plan

Find an appropriate therapy fit

1. Ask for ADHD-focused CBT options.
2. Discuss goals, format and practical barriers with the therapist.
3. Review whether sessions and practice are helping your chosen goals.

Choose a qualified therapist and keep therapy connected to the rest of your care. CBT does not require you to change medication yourself.

From Ask about CBT adapted for adult ADHD

Keep monitoring connected to prescribing

1. Confirm the monitoring service and schedule.
2. Attend the arranged checks and report relevant symptoms.
3. Make sure the prescriber receives the results.

New chest pain, fainting or significant palpitations need prompt medical assessment. A clinician should interpret readings and decide whether further tests are needed.

From Arrange pulse and blood pressure checks

Check the whole picture

1. Describe concerns beyond core ADHD symptoms.
2. Ask which screening or assessment is appropriate.
3. Include confirmed needs in the shared 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.

From Ask about coexisting conditions

Follow the growth trend

1. Confirm the measurement schedule with the prescriber.
2. Bring measurements and appetite concerns to review.
3. Ask the clinician to explain the growth chart and next steps.

A clinician should read the growth chart and decide how treatment responds to it. Raise appetite or growth worries without changing the medication yourself.

From Arrange your child's growth checks

Make a coordinated pregnancy plan

1. Tell the prescriber about pregnancy plans or pregnancy.
2. Review medicine-specific evidence and your support needs.
3. Agree which team coordinates treatment and monitoring.

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.

From Plan a pregnancy medication review

Build from what works

1. Choose a manageable starting activity.
2. Repeat it on days that fit your life.
3. Gradually add time toward the weekly recommendation.

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

From Build activity you enjoy

Prepare a connected handover

1. Raise transition planning with the current team.
2. Include the young person's goals and prepare the care summary.
3. Confirm the receiving service and ongoing responsibilities.

Referral rules and ages differ by service and country. Confirm with the clinical teams who carries on prescribing and monitoring.

From Plan the move to adult ADHD care

Prepare a food review

1. Describe the appetite change and foods currently accepted.
2. Agree a tailored eating plan with the care team.
3. Review whether intake and growth concerns improve.

Weight loss or growth worries need a clinical review. Any change to medicines or their timing must be agreed with the prescriber.

From Ask for an appetite eating plan

Arrange the right sleep assessment

1. Describe sleep and daytime symptoms.
2. Ask about medicine effects and signs of a separate sleep disorder.
3. Follow the agreed assessment or referral pathway.

Ongoing sleepiness, pauses in breathing or gasping need medical assessment. If sleepiness makes driving unsafe, do not drive, and get clinical advice.

From Ask for a sleep problem assessment

Make sleep timing workable

1. Choose a realistic sleep window.
2. Try keeping the timing similar across the week.
3. Bring persistent difficulty to a clinician.

If sleep problems persist or affect daily life, get assessed. Medication changes belong with your prescriber.

From Keep a steady sleep window

Turn information into a care decision

1. Ask what the diagnosis means in your situation.
2. Discuss treatment and support choices in manageable chunks.
3. Keep a short written account of the agreed next step.

Use the conversation to understand the diagnosis and your options. Treatment decisions should be made for you specifically, with your clinician.

From Ask for a diagnosis explanation

Build a manageable strength habit

1. Choose suitable exercises and support.
2. Practise comfortable movements without rushing.
3. Gradually build toward the weekly recommendation.

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

From Add gentle strength work

Make substance risk part of care

1. Share the relevant history with the prescriber.
2. Agree whether coordinated specialist support is needed.
3. Review risks and contact arrangements as circumstances 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.

From Discuss substance risk with your team

Prepare for a sleep review

1. Describe the main difficulty and current sleep pattern.
2. Agree a tailored plan with the clinician.
3. Review what changes and what remains difficult.

Get clinical advice for sleep problems that persist. Breathing pauses and marked daytime sleepiness need assessment.

From Ask for tailored sleep support

Find a suitable training programme

1. Ask for an appropriate programme or referral.
2. Discuss goals, attendance barriers and the training format.
3. Review progress with the therapist and adjust the support together.

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.

From Ask about parent behaviour training

Make a focused adjustment request

1. Identify a specific work barrier.
2. Discuss a suitable adjustment and relevant confidentiality.
3. Review whether the agreed change helps.

Disclosure and workplace rights depend on local rules and your circumstances. Ask about confidentiality and share only what the request needs.

From Ask for workplace adjustments

Get from notice to support

1. Keep a short note of binges and how you felt for a week or two.
2. Take the notes to a GP appointment, with a friend if that helps.
3. Ask about guided self-help or an eating disorder referral.

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.

From Get help for loss-of-control eating

Include driving in the clinical review

1. Describe driving-related difficulties and treatment effects.
2. Ask the clinician about fitness to drive in your situation.
3. Follow the agreed safety plan and local licensing requirements.

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.

From Discuss treatment and driving safety

Make reminders actionable

1. Check contact details with one service.
2. Enable its reminder option if available.
3. Turn incoming reminders into a practical attendance plan.

From Ask for appointment text reminders

Find a workable sound setting

1. Try a quieter baseline.
2. If wanted, compare gentle white or pink noise.
3. Keep the setting that supports your task without discomfort.

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.

From Compare quiet with gentle noise

Make distraction checks routine

1. Choose a phone location before driving.
2. Set the route and silence optional alerts before moving.
3. Use the same preparation for the next journey.

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.

From Put your phone away before driving

Give study a feedback loop

1. Turn one small topic into checkable questions.
2. Practise recalling answers and correcting mistakes.
3. Revisit the questions that still need work.

From Recall before you reread

Test one cue and action

1. Choose an action that matters to you.
2. Attach it to a clear cue and rehearse.
3. Revise the plan after seeing what actually happens.

From Link a small action to a clear cue

Build a trusted calendar

1. Enter new commitments immediately.
2. Pair a calendar check with an existing daily routine.
3. Review whether missed events need clearer details or better reminders.

From Keep commitments in one calendar

Return before the deadline

1. Choose a small amount of material.
2. Schedule and complete a later revisit.
3. Adjust the next interval using what you remembered.

From Spread study across later revisits

Make one stuck task approachable

1. Replace the vague task with a visible action.
2. Try that action and resize it if necessary.
3. Reuse the approach on the next task that stalls.

From Shrink a task to its first action

Prepare a safe reminder discussion

1. Identify where the current routine becomes unclear.
2. Bring the prescription instructions and your questions to the pharmacist.
3. Agree how reminders, records and secure storage will work together.

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.

From Plan medication reminders safely

Make capture easy to repeat

1. Use one inbox for new tasks.
2. Check it at the same daily cue.
3. Remove a capture step if you keep avoiding it.

From Capture tasks in one place

Automate with visibility

1. Choose one predictable and affordable bill.
2. Check terms and payment timing before authorising it.
3. Confirm the first payment and keep balance alerts useful.

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.

From Automate a bill you can cover

Find a repeatable activity

1. Choose an enjoyable activity that fits your child's abilities.
2. Try a short session with suitable supervision.
3. Repeat and build gradually if your child likes it.
4. Discuss persistent difficulties with the clinician rather than treating exercise as a cure.

Choose activities that suit your child's age, health and ability. Ask about adaptations if a medical condition limits exercise.

From Help your child find active fun

Find a workable rhythm

1. Try a short block on one task.
2. Notice when attention drifts and adjust the duration.
3. Keep the rhythm only if it helps you start or return.

From Work in short, adjustable blocks

Keep the useful alerts

1. Remove one frequent optional interruption.
2. Test urgent-contact exceptions.
3. Keep the settings that help your actual tasks.

From Silence nonessential notifications

Practise choosing before starting

1. Select one priority at your daily check.
2. Begin a small part before optional tasks.
3. Review what displaced it and adjust tomorrow's plan.

From Choose your important task first

Make one location reliable

1. Give one frequently lost item a home.
2. Practise returning it after use.
3. Add another item only when the first location works.

From Give essentials a home

Build one reliable transition

1. Choose one departure routine.
2. Try a short visible list for that routine.
3. Keep useful prompts and remove extra instructions.

From Make a short leaving checklist

Create a useful checkout pause

1. Identify one route into unplanned spending.
2. Add a small barrier and use a purchase list.
3. Keep the barrier only if it helps you make the choices you wanted.

From Put a pause before checkout

Test one time cue

1. Choose one difficult transition.
2. Try a visible or audible cue.
3. Keep, move or remove it according to what happened.

From Make time visible

Keep current papers moving

1. Establish one incoming place.
2. Process a small batch into actions or storage.
3. Repeat at a regular cue and simplify unused folders.

From Give paperwork a next action

Practise returning

1. Put a capture note beside one task.
2. Record side thoughts briefly during a work block.
3. Review them at the stopping point and schedule only what matters.

From Park distractions for later

Keep the review small

1. Check only the next few days.
2. Add a task inbox check if that is manageable.
3. Keep a weekly slot, shortening it when it becomes a barrier.

From Review the coming week

Test a useful barrier

1. Identify one recurring digital detour.
2. Try a limited block during one task.
3. Keep, adjust or remove the barrier based on what happened.

From Block one distracting digital route

Replace a guess with useful data

1. Measure one familiar task.
2. Check it on another ordinary day.
3. Plan using the observed range and leave some room.

From Check how long tasks really take

Assess whether the programme fits

1. Describe the school problem to the support team.
2. Ask about a trained programme and agree one goal.
3. Review progress and workload with the child and staff.

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.

From Ask for organisational skills training

Practise one materials routine

1. Choose one recurring materials problem together.
2. Give the needed items a home and practise the sequence.
3. Review which prompt helps and simplify the rest.

From Build a homework packing routine

Make starting worth noticing

1. Pick one achievable action.
2. Pair completion with a modest reward or specific praise.
3. Adjust the action or reward if it does not help.

From Pair a small task with a reward

Record enough to discuss

1. Choose a few symptoms that affect daily life.
2. Make brief entries across cycles when feasible.
3. Bring the pattern, including exceptions, to the appointment.

Do not use cycle timing to change medicines yourself. Seek help for severe symptoms without waiting to finish a diary.

From Bring cycle patterns to your clinician