Guide for parents
If you're having issues with completing the questionnaires, you might find the answer in the parent FAQs.
Guide for teachers
If you're having issues with completing the questionnaires, you might find the answer in the teacher FAQs.
Why these questionnaires matter
They help us support you and your child from the start by making the assessment:
safer, through identifying important information early
more effective, by helping your child's clinician prepare before the appointment
more personal, by building a fuller picture of your child and their experiences
Parents guide: completing questionnaires before your child’s ADHD assessment
Completing questionnaires can feel like a lot, especially if you are juggling school, routines, and daily life. The good news is you do not need to get everything “right”. These forms help your clinician build a fuller picture before the appointment, so the assessment can focus on what matters most.
How to do these quickly and confidently
Aim for “most of the time”. If a question depends on the day, answer based on what is most typical over the past few months.
Add detail that helps, not detail that slows you down. A good balance is: what happens, how often, one clear example, and what helps.
Use quick examples. One well-explained example is often enough. If you have time, add a second example or a brief note about home vs school.
Bullet points are fine. You do not need perfect sentences.
Think in settings. Home, school, clubs, travel, bedtime, homework, and social time. Symptoms often change by setting.
Focus on impact. What is hardest day to day, and what it affects, such as learning, friendships, sleep, or family life.
If you are unsure, choose the closest option. If there is a comments box, you can add “not sure” or “it depends” and move on.
Do not wait for the perfect moment. It is fine to do these one at a time and come back later.
A quick note before you start
Try to answer based on your child’s behaviour without extra support in place, then mention what helps. For example: “With reminders and a visual timetable, mornings are manageable. Without these, they often get stuck, dysregulated and we either run late or they melt down and refuse to leave.”
Links to questionnaires outside the portal are only valid for one click, and you can't save your progress. You'll need to complete them in one go.
Who completes which questionnaires
To help avoid confusion, questionnaires may be completed in three ways:
In the portal by your child (usually age 11 and over)
In the portal by you as the parent or carer
By email link (Conners 4 questionnaires for you, your child, and school)
Common worries
“What if I cannot remember everything”
That is very common. Approximate dates are fine. Focus on the main patterns and examples.
“What if my answers do not match the school’s view”
This is also very common. Children can look very different in different environments. Both perspectives help.
“What if my child is great at masking or holding it together”
If your child seems fine at school but falls apart at home, mention that. After school overwhelm is important context.
“What if I worry I have made things sound too bad”
Try to answer honestly about what happens on hard days and how often those days occur. Include strengths too, and what helps.
A quick checklist before you click submit
Have you answered for what is most typical over the past few months
Have you included home and school where relevant
Have you mentioned what support currently helps
Have you added one or two clear examples in any free text box
If you get stuck
Pause and come back to it. Many parents find it easier to do one questionnaire at a time, rather than trying to do everything in one sitting.
Parent ADHD assessment questionnaires: FAQs
Teacher guide: Completing questionnaires for a young person’s ADHD assessment
How to answer quickly and accurately
Answer for what is most typical. If the child has good days and hard days, choose the option that fits most of the time over the past few months.
Think in school situations. Whole class teaching, independent work, group work, transitions, and unstructured time like break and lunch.
Consider support already in place. Answer based on what you observe with usual classroom supports, then choose the closest option.
Do not overthink individual items. If two options feel close, pick the one that fits most often.
Consistency matters more than perfection. The clinician is looking at the overall pattern across the questionnaire, not one single answer.