Parent's Guide to Your Child's ADHD Screening Results — School, EHCP & What To Do Next
Your child has had their qEEG brain screening and the results show elevated brain activity consistent with ADHD. As a parent, you now have questions: How do I explain this to my child? What do I tell the school? How do I get a formal diagnosis? Will they get extra support in exams?
This guide answers all of those questions with specific, practical steps. You are your child's best advocate — and having objective brain data gives you a powerful starting point.
In this guide
How to explain the results to your child
How you frame ADHD matters enormously for your child's self-esteem. The goal is to help them understand their brain without making them feel broken, different or defective. Lead with strengths, explain the challenge, and emphasise that help is available.
For younger children (6–10)
For older children and teenagers (11–17)
Getting a formal diagnosis — CAMHS, Right to Choose & private
Your qEEG screening is not a diagnosis — it is objective evidence that supports a referral. A formal ADHD diagnosis for children in the UK typically comes through one of three routes:
1. NHS — CAMHS or community paediatrics
- Your GP refers your child to CAMHS (Child and Adolescent Mental Health Services) or a community paediatrician
- As of early 2026, over 75,000 children are on waiting lists for neurodevelopmental reviews, with some families facing delays of up to 3 years
- The assessment includes clinical interview, behavioural rating scales (typically Conners or SNAP-IV — as recommended by NICE NG87), teacher observations and developmental history review
- Take your child's qEEG screening report to the GP appointment — it provides objective brain data that most CAMHS referrals lack
2. Right to Choose (England, limited for under-18s)
- Right to Choose applies to children, but fewer providers accept under-18 referrals
- Psychiatry-UK currently does not accept under-18 Right to Choose referrals
- Some newer providers do — ask your GP or check providers listed on the ADHD UK website
- The assessment process and clinical standards are identical to NHS
3. Private assessment
- Private paediatric ADHD assessment typically costs £800–£2,500 depending on the provider and complexity
- Appointments are usually available within 2–6 weeks
- Ensure the provider is CQC registered and the clinician is GMC registered — this ensures the diagnosis is valid for EHCP, school support and shared care
- Under the SEND Code of Practice 2015, local authorities must consider evidence from all qualified clinicians — a private diagnosis is legally valid for school support
Working with your child's school
The school is your most important partner in supporting your child. Here is how to engage them effectively:
- Request a meeting with the SENCO (Special Educational Needs Coordinator). Every school has one. They are responsible for coordinating support for children with additional needs
- Share your screening report. Give the SENCO a copy of your child's qEEG report and explain the findings. Many SENCOs will not have seen a brain screening report before — our results explained page can help them understand it
- Ask for a teacher observation. The SENCO can ask your child's class teacher to complete a structured observation form (such as the Conners Teacher Rating Scale). This school-based evidence is essential for any future CAMHS referral or EHCP application
- Request the school's current SEN provision. Ask what support is already in place and what the school's graduated response (Assess, Plan, Do, Review) looks like for your child
- Keep written records of every meeting, email and conversation. If you ever need to apply for an EHCP or escalate, this paper trail is essential
The SENCO meeting — what to ask for
When you meet the SENCO, come prepared with specific requests. These are the most common and effective classroom adjustments for children with ADHD:
- Preferential seating — near the front, away from windows and doors, close to the teacher. Reduces visual and auditory distractions
- Movement breaks — short, scheduled breaks to move around. Even 2 minutes of physical activity helps reset focus
- Visual timetable — a clear, colour-coded daily schedule on the desk or wall. Reduces the working memory load of remembering what comes next
- Chunked instructions — one instruction at a time rather than a sequence. Written instructions alongside verbal ones
- Check-ins — brief, discreet check-ins from the teacher every 10–15 minutes to keep your child on track without singling them out
- Extra time for written tasks — ADHD affects processing speed and the ability to organise thoughts on paper. Extra time is a reasonable adjustment, not an advantage
- Fidget tools — a quiet sensory tool (fidget cube, stress ball, putty) can help channel physical restlessness without disrupting the class
- Positive reinforcement — reward systems that focus on effort and engagement, not just outcomes. ADHD brains respond strongly to immediate, visible rewards
EHCP — does your child need one?
An Education, Health and Care Plan (EHCP) is a legally binding document that sets out the educational, health and social care support your child needs. It replaces the old "statement of special educational needs" and covers children and young people aged 0–25.
When is an EHCP appropriate?
Not every child with ADHD needs an EHCP. Many children are well supported through SEN support at school level. An EHCP becomes relevant when:
- The school's SEN support has been tried and is not sufficient — the graduated response has been exhausted
- Your child needs provision beyond what the school can normally provide from its own resources (approximately £6,000 per year per pupil)
- Your child is at risk of exclusion, school avoidance, significant academic regression or severe emotional distress
How to apply
- You or the school can request an EHC needs assessment from your local authority
- Gather evidence: your child's qEEG screening report, any diagnostic reports, school SEN records, teacher observations, educational psychology assessments, and your own account of how ADHD affects your child at home
- The local authority has 6 weeks to decide whether to assess
- The full process from request to final EHCP takes up to 20 weeks
- A formal diagnosis is not required but significantly strengthens the application
Exam access arrangements
Children with ADHD can apply for exam access arrangements that level the playing field during formal assessments. These are applied for through the school's SENCO and require evidence of need.
- 25% extra time — the most commonly granted arrangement for ADHD. Compensates for processing speed differences and difficulty sustaining focus over long papers
- Rest breaks — supervised breaks during the exam to manage fatigue and refocus
- Separate room — reduces distraction from other students. Particularly important for the inattentive subtype
- Reader or scribe — if ADHD co-occurs with dyslexia or significantly affects written output
- Word processor — access to a laptop for written papers if handwriting is significantly affected
Your child's qEEG screening report and any diagnostic reports can be submitted as supporting evidence for exam access applications. The school SENCO handles the application to the relevant exam board (JCQ for GCSEs and A-Levels).
Supporting your child at home
The strategies that work at home mirror many of the evidence-based techniques in our coping strategies guide, adapted for children:
- Visual routines — a morning routine chart (with pictures for younger children) on the bathroom mirror or bedroom wall. Each step visible and checkable
- Homework station — a dedicated, distraction-free space for homework. Phone and tablet removed during homework time. A visual timer showing how long until a break
- One instruction at a time. Instead of "go upstairs, brush your teeth, put your pyjamas on and pick your clothes for tomorrow", give one instruction, wait for completion, then give the next
- Movement before focus. If your child has homework after school, let them run around, ride a bike or do something physical for 20–30 minutes first. Exercise increases dopamine and makes focused work easier
- Consistent bedtime routine. ADHD and sleep difficulties often go together. A predictable wind-down routine (no screens 30 minutes before bed, same time every night) helps regulate the delayed circadian rhythm common in ADHD
- Celebrate effort, not just results. ADHD children receive disproportionately more negative feedback than their peers. Make a conscious effort to notice and praise effort, persistence and creative problem-solving — not just good grades
Medication for children
If your child receives a formal diagnosis, medication may be discussed. The decision is yours and your child's — medication is not mandatory, and many families start with behavioural strategies and school support first. Our full medication guide covers this in detail, but here are the key points for children:
- NICE NG87 recommends medication only as part of a comprehensive treatment programme (not standalone) for children aged 5+
- Methylphenidate (Concerta XL, Equasym, Medikinet) is the most commonly prescribed first-line medication for children
- Lisdexamfetamine (Elvanse) is used if methylphenidate is not tolerated or not effective
- Titration is closely monitored with regular height, weight, blood pressure and pulse checks
- Growth monitoring is important — stimulants can temporarily reduce appetite, and height/weight should be tracked on growth charts
- A follow-up qEEG scan 3–6 months after starting medication can objectively show whether your child's brain activity has changed — providing reassurance and evidence for medication reviews
Understanding your child's screening report in detail
Your child's qEEG report contains several key metrics. Understanding what each one means will help you discuss the results with your GP, SENCO, and any clinicians involved in your child's care. Here is what to look for and what it means in practical terms.
The theta/beta ratio (TBR)
This is the primary biomarker for ADHD in qEEG research. Theta waves are slow brain waves associated with unfocused or drowsy states. Beta waves are faster waves associated with active concentration. In ADHD, the brain often produces too much theta relative to beta — a pattern called cortical underarousal. The ratio is expressed as a number: a higher TBR suggests greater underarousal. Your child's TBR is compared against age-matched norms from published research including Arns et al. (2013) and Monastra et al. (1999). This biomarker was referenced in the FDA clearance of the NEBA System in 2013.
Z-scores explained
A z-score tells you how far your child's result falls from the average for their age group. A z-score of 0 means exactly average. A z-score of 1.0 means one standard deviation above average. A z-score of 2.0 or higher is considered clinically significant — meaning your child's TBR is notably higher than expected for their age. When you present this to your GP, the z-score is the single most important number in the report because it translates brain activity into a universally understood clinical metric. GPs understand standard deviations even if they have never seen a qEEG report before.
The Go/No-Go attention task
During the screening, your child completes a three-minute computerised task where they press a button when they see a "Go" signal and withhold when they see a "No-Go" signal. The report measures four things: reaction time (how quickly they respond), omission errors (missed targets, indicating inattention), commission errors (false responses, indicating impulsivity), and variability (consistency of response times). Together these provide a behavioural measure of sustained attention that complements the brain wave data. Children with ADHD typically show more omission errors and greater variability than their peers.
What to do with elevated results
If your child's TBR is significantly elevated (z-score 2.0+), this is consistent with the cortical underarousal pattern found in published ADHD research. It does not mean your child definitely has ADHD — formal diagnosis requires a comprehensive clinical assessment per NICE NG87. But it provides strong objective evidence to: present to your GP for a referral, share with your child's SENCO for school support or EHCP evidence, support a Right to Choose application, or present to a private psychiatrist for formal assessment.
What to do with normal results
A normal TBR does not definitively rule out ADHD — the condition is complex with multiple neurological profiles. However, it does indicate that the most-studied brain pattern associated with ADHD is not present in your child. This is still valuable information. It helps your GP narrow the differential diagnosis — the difficulties your child experiences may have a different neurological basis, such as anxiety, sensory processing differences, or sleep disruption. Discuss the results with your GP and consider whether further clinical investigation is warranted through other pathways. Our results explained guide covers this in more detail.
Frequently asked questions
Lead with strengths: their brain is fast, creative and full of ideas. Explain that the screening showed their brain works a bit differently — it produces more "dreaming" waves than "focus" waves. Emphasise it is not their fault, it does not affect intelligence, and there are real things that can help. For teenagers, involve them in decisions about next steps.
As of early 2026, over 75,000 children are on neurodevelopmental waiting lists across England, with some families facing 2–3 year delays. Right to Choose is available but limited for under-18s. Private paediatric assessment costs £800–£2,500 with appointments typically available within 2–6 weeks.
No. Under the SEND Code of Practice 2015, schools must provide support based on identified need — not diagnosis. Your child's screening report demonstrates need. Request a meeting with the SENCO and share the report. Do not wait for CAMHS or a private assessment before asking for classroom adjustments.
Not necessarily. Many children with ADHD are well supported through SEN support at school level. An EHCP is appropriate when the school's graduated response has been tried and is insufficient, and your child needs provision beyond what the school can normally provide. Your qEEG report is valuable supporting evidence for applications.
Yes. ADHD qualifies for exam access arrangements including 25% extra time, rest breaks, a separate room, and in some cases a reader or word processor. Applications go through the school SENCO to the exam board (JCQ). Your screening report and any diagnostic reports support the application.
Yes. Under the SEND Code of Practice 2015, local authorities must consider evidence from all qualified clinicians. A private diagnosis from a CQC-registered, GMC-registered clinician carries the same legal weight as an NHS diagnosis for school support, EHCP applications and exam access arrangements.