Focus, starting, and ADHD

The checklists were built around the loud version of this, and girls are more often the quiet version. If she is struggling and nobody has ever suggested an assessment, that is worth pressing on.

Defiance in girls can look like refusal, withdrawal or a long-running argument about friendships rather than the disruption a teacher would report.…

You can screen for a processing difficulty with no test at all. Just notice, in ordinary conversation, whether the child is answering what you actually said.

A child who drifts off topic, answers a slightly different question, or needs things said twice may not be avoiding you or daydreaming. The words may…

Behaviour is usually the visible end of a skill that has not been built. What you are watching in a classroom is the shape of the difficulty rather than the shape of the child.

It is a single sentence you can say in a meeting, and it tends to move the conversation away from what to do about the behaviour towards what the…

Most children do not pick up reading by sitting near books. Around a fifth need very structured, repetitive teaching before it clicks, and about half of the rest still need a good deal of deliberate instruction, so structured teaching is the ordinary case rather than a special measure.

It helps to stop asking who qualifies for help and start asking how much teaching each child needs. A child left to fail badly enough to earn support…

When reading results lift across a whole state after every teacher is retrained, the lesson is uncomfortable and hopeful at once. A good part of what looks like children failing is teaching that has not caught up yet.

One state moved from flat to clearly improved reading in years when many others slipped, and what changed was not the children but how teachers were…

Speech arrives on its own if a child is spoken to. Reading, writing and arithmetic do not, and it is no failing that they have to be taught piece by piece.

Children absorb talk from the people around them without lessons. Print is a much later invention and the brain has no ready made place for it, so it…

When a child keeps failing at a task, try reducing what it demands of attention and memory before you increase the practice. Shorter steps, one instruction at a time, the working written down where they can see it.

Attention, holding things in mind and switching between steps all set a ceiling on how much of a lesson gets through. You cannot easily raise that…

Pouring more in does not help while the lid is still on. A child who is exhausted, wound up or not yet settled will keep very little of the lesson, however good the lesson is.

Do the settling first, even when it costs ten minutes of the hour. Sleep, food, movement and a calm start look like the soft part of the day and they…

A child working words out from the pictures and the shape of the sentence is guessing well, not reading yet. It usually holds up until around the third year of school and then gives way, because the pictures stop and the words get longer.

Ask to hear the child read something with no illustrations and no predictable pattern. That is where you find out whether sounds and letters have…

Clapping games, skipping rhymes and silly verses are worth doing. They are good for the ear and they cost nothing, but they will not on their own repair a reading difficulty, and it is kinder to say so early.

Play the games, and separately get the structured teaching that a child with a real decoding problem needs. Families are often told that rhyming…

Invent words together. Say a made up word, pull it apart into its sounds, put it back, then take one sound out and hear what is left. The nonsense is the point, because there is nothing for memory to fall back on.

With a real word, a child who cannot work with sounds can often get by on memory, and you learn nothing about what they can actually do. A made up…

Plenty of children read the equals sign as put the answer here. Write it the other way round sometimes, eight equals three plus five, so they meet the idea that both sides are simply the same amount.

Move the sign about. Leave the gap in the middle, four plus something equals two plus five, and watch what the child does with it. If they add…

The word one does several jobs at once: a digit, a number, a single object, a whole set. A child who has not sorted those out will put figures in the wrong columns and later read a third as a number instead of a part of something.

When digits land in the wrong place, check whether the child knows what is being counted before calling it carelessness. Say the unit out loud: one…

A child who talks well, listens well and seems bright will have their reading failure read as laziness. The strengths are exactly what makes the blame stick.

Strong spoken language, decent attention and an easy manner give an impression of capability that nobody can square with work coming back unfinished.…

When the usual route into reading or arithmetic does not form, children build another one, and it nearly always runs through memory. It works for years, and it costs far more effort than anyone watching realises.

This is the bright child who is somehow always tired, always slow with written work, quietly memorising what everyone else is working out. The route…

If a child is behind in reading, the gap rarely closes on its own with another year of the same. Asking for a proper assessment now is kinder than hoping that maturity will do the work.

National figures show reading proficiency barely shifting between primary school and the end of secondary, which tells you that catching up later is…

Before adding more content, look at what the child has to receive it with: attention, memory for what was just said, language. Two children given the same lesson do not take away the same amount, and that difference is usually where the real gap sits.

It is tempting to answer a gap with better materials, since materials are the part that can be bought. But if a child cannot hold a sentence in mind…

Phonological awareness is not one skill. Telling sounds apart, rhyming, breaking a word into its sounds and blending them back are separate jobs, and a child can be fine at one and stuck at another.

Before agreeing that a child needs phonics, find out which piece is missing. Ask them to say the sounds in cat, then to join up sounds you give them,…

A display organised by sound rather than by alphabet gives a child more to hold on to. Let them feel where each sound is made, lips, tongue, teeth, and match that to the letters that spell it.

Reading is learned from speech towards print, so a border running A, B, C tells a child very little about what they are actually doing. Grouping by…

Before drilling number facts, check whether the child has any feel for how much a number is. Which pile is bigger, is eight nearer to ten or to two, give me three of those.

A child with no sense of quantity can still learn to recite that seven and eight make fifteen, and it will be a string of sounds attached to nothing.…

Build numbers and break them up again. Seven is five and two, and also six and one, and a child who can see that has the thing mental arithmetic is made of.

Blocks, buttons, coins, anything you can push into two piles and back together. Ask which numbers fit inside other numbers and let the child show you…

Patterns sit underneath both reading and arithmetic. Blue, red, green, blue, red, green: making a sequence, copying it, then breaking it on purpose builds the ordering that words and numbers both run on.

Use blocks, beads, claps, a drum, anything with an order to it. Ask the child to make the same pattern, then to spoil it deliberately and tell you…

Find something the child already loves, a team, an orchestra, a game, and lay their results over it. These players are strong, these ones need coaching, and none of it means the team is no good.

Feedback lands very differently when the low scores are players who need training rather than facts about who someone is. Do it with their own…

When the sound scores and the movement scores are both near the floor, you are looking at more than a reading problem. That pattern needs specialist teaching rather than a general classroom programme with a bit more of it.

Naming things quickly, repeating made up words, working out an unfamiliar word: all at the bottom. Then coordination and handwriting down in the same…

For a very able student, an average score can be the finding rather than proof there is nothing wrong. If everything else sits far above and the sound skills sit in the middle, the distance between them is the thing to report.

Services are usually decided by a cutoff, so the most able affected students go their whole school career without help while working several times as…

You do not need to become a reading specialist to be useful in a school meeting. A few hours with the current material on how reading is learned will put you ahead of most of the room, and you can carry it in kindly rather than as a challenge.

Pick two or three good sources and actually read them: an introduction written for teachers, and one clear book on how reading develops. What you…

Ask a struggling ten year old what division actually is and you will often get a blank, or a method with no meaning under it. Going back to what each operation does is usually worth more than another go at this term's work.

Division is sharing out, or taking the same amount away again and again until nothing is left. Multiplication is that same amount repeated. Children…

After a course of intensive work, this student's sound skills moved from the middle of the range to near the top. Average was never the ceiling. It was simply where an untreated difficulty had left them.

Hearing single sounds in a word, holding sounds in memory, repeating made up words: all of them shifted a long way once the teaching was right. That…

More of the medicine is not automatically better. What you are looking for is a level that sits inside the working range, and going past it usually brings side effects rather than sharper thinking.

It is a natural thought that if some helps a little, double would help twice as much. In practice people describe the higher dose as flat, or wired,…

If sleep has gone since starting, look at what time the dose is being taken before deciding the medicine is the problem. A long acting dose swallowed at one in the afternoon is still working at bedtime.

Extended release preparations are built to cover eight to twelve hours from whenever they are taken, so a late start pushes the whole thing into the…

Do not compare your dose with anybody else's. Two milligrams of one medicine and a hundred milligrams of another can both be perfectly ordinary, because strength per milligram differs from molecule to molecule.

This comes up in waiting rooms and family group chats and it causes real alarm about being on a lot. The number on the box only means something…

If a young driver in your house takes medication, the dose and the car keys belong together. Driving is the everyday task where one lost second costs the most.

The gap tends to open at weekends and in the holidays, when the dose gets skipped because there is no school and then someone drives anyway. Make it…

If you open atomoxetine capsules to mix the contents into food, keep it away from your eyes and wash your hands afterwards. The powder stings badly.

The molecule is acidic and cannot be softened without falling apart, so the fix is in the handling rather than the chemistry. Take it with something…

Stand up slowly. Getting off the floor after an hour of gaming, or out of bed in the morning, is where the dizziness tends to catch people.

A drop in blood pressure on standing is common enough with these medicines and it frightens people, because a near faint feels like something serious…

If swallowing the capsule is the sticking point, ask whether yours is the bead type that can be opened and tipped onto a spoonful of soft food. The little beads go down unchewed and the medicine still lasts as long as it should.

Inside these capsules sit lots of coated pellets, some with thin coats that dissolve early and some with thicker coats that dissolve later, which is…

The skin patch comes with two things worth knowing before you start. Take it off several hours before bedtime or it keeps delivering and sleep goes, and around one person in six gets a rash bad enough to stop.

The upside is real control over the length of the day. Because the medicine stops arriving soon after the patch comes off, the removal time is yours…

There is now a version taken in the evening that only switches on around nine hours later, so it is already working when you wake. The point of it is the morning, not the night.

Most families know the first hour of the day as the worst one, because the tablet taken at breakfast has not started yet and everyone still has to…

With a bedtime dose, the clock is the dose. Give it too early and the medicine switches on in the small hours, which buys you a child awake at half past four and no appetite at breakfast.

The ordinary effects still apply: appetite tends to dip around the middle of the day and sleep can be harder to come by. What changes is that one…

Notice which word somebody reaches for. Protection sounds like a shield against loss, while what the studies describe is closer to a little extra growth, and those are not the same promise.

The difference is small on the page and large in a consultation. A parent who hears protection may start treating the tablet as a wall they cannot…

Stimulants have been used for this since 1937. That is a long time for any treatment to survive, and very few do.

Longevity is a different argument from a trial result. It means decades of changing fashion, competing products, repeated safety scares and reviews,…