Recognising and Supporting Girls with ADHD
A practical resource guide for schools and educators
Girls with ADHD can be overlooked when their difficulties are quiet, masked or hidden behind strong effort. A pupil may understand the lesson but lose track of instructions, struggle to begin independent work, forget materials or feel exhausted after managing the demands of a school day. This practical 30-page guide helps education staff notice patterns, listen to the pupil and put useful support in place.
The guide follows a NOTICE / SUPPORT / PARTNER approach. It explores how ADHD may present in girls, including inattentive and internal experiences, masking, executive-function demands, emotional regulation, friendships, self-esteem and overlapping needs. It also covers assessment conversations, information schools can contribute, classroom adjustments, task initiation, organisation, transitions, overwhelm and review planning.
Written for teachers, SENCOs, pastoral staff and other school professionals, the resource offers concrete prompts for observing barriers without diagnosing. It encourages staff to work with the pupil, family and relevant clinicians, and to review whether each adjustment is improving access, confidence and wellbeing. Practical support can begin while assessment is being considered.
Space to Breathe Therapy
