Learn how teacher input can support an ADHD assessment, how to make a clear request, what teachers may provide and what to do if teacher input is unavailable.
Teacher or school information is commonly useful in a child ADHD assessment because it adds observations from another important setting. It does not replace the parent's account, and no single teacher questionnaire is universally mandatory. The clinician decides what information is needed and how to interpret it.1
Why the school perspective can help
A classroom places different demands on attention, organisation, independence, transitions and peer relationships. A teacher may observe how your child begins work, follows instructions, manages materials, participates in groups and responds to the structure of the school day.
Parents see other parts of the picture, including mornings, homework, family routines, fatigue and behaviour in less structured settings. Neither perspective is automatically more important. Together, they can help the clinician understand how the child functions across situations.
Different accounts are not necessarily a problem
Your child may appear settled at school and struggle at home, or the reverse. This can reflect differences in structure, support, relationships, task demands or the effort required to cope. The clinician considers the reasons for the difference rather than simply averaging the accounts.
What might the teacher be asked to provide?
The clinician or service may ask for one or more of the following:
- a rating scale or questionnaire
- brief examples of attention, participation, organisation or behaviour
- information about learning progress and support already in place
- school reports, learning plans or relevant records
- observations about strengths, interests and situations that help.
Questionnaires provide structured supporting information. They do not allow a teacher, school or digital platform to diagnose ADHD.2
How to ask the teacher
Keep the request brief and specific. Explain that your child is being assessed, that the clinician would value observations from school and what you are asking the teacher to complete or provide. Include the deadline only if the service has given one.
Avoid asking the teacher whether they think your child has ADHD. Ask for factual observations, examples and information about what helps. The diagnostic interpretation belongs to the clinician.
If a teacher cannot contribute
A teacher may be new to the class, have limited contact with your child or be unable to respond within the timeframe. That does not automatically stop the assessment. Tell the clinician what is unavailable. They may consider another teacher, a previous school, a coach, another observer, existing records or a different approach.
Do not pressure a teacher to provide an opinion they are not comfortable giving. A useful account is factual and based on what they have actually observed.
Privacy, consent and sharing
Before inviting a teacher or uploading school information, check what will be requested, how it will be used, who can access it and how it may be shared with the clinician. The service should explain the consent and privacy arrangements that apply in your circumstances.
How Threadline fits
Threadline can invite a teacher to provide information and organise the response within the child's Assessment Package for clinical review. It does not guarantee that a teacher will respond, decide whether the information is sufficient or interpret differences between home and school.
For the broader clinical context, read ADHD Assessment in Australia: A Guide for Parents.
Sources and further reading
- 1. Australasian ADHD Professionals Association. Australian Evidence-Based Clinical Practice Guideline for Attention Deficit Hyperactivity Disorder (ADHD), First Edition. 2022.
- 2. Australasian ADHD Professionals Association. Australian Evidence-Based Clinical Practice Guideline for ADHD: Consumer Companion Guide. Undated.
A note for families
This resource offers general preparation and support ideas. It does not replace advice from a qualified health or education professional who knows your child.
More resources
Questions to Ask During Your Child's ADHD Assessment
A practical checklist of questions to ask during your child’s ADHD assessment, after a diagnosis or when the outcome is uncertain, to understand the next steps.
How to Prepare for Your Child's ADHD Assessment
What to gather before your child’s ADHD assessment, how to organise it and what remains for the clinician to assess, including school information and records.