Partner with whānau, parents and caregivers
Good communication between home and school supports a genuine partnership between ākonga, whānau and kaiako.
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Build trust
Build trust
As ADHD is often hereditary, parents may have had a difficult time at school and have low expectations of support.
Take time to build trust and confidence.
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Work together
Work together
Suggestions for working together with parents, caregivers and whānau.
- Communicate and share information in a culturally meaningful and mana-enhancing way, demonstrating understanding and support for parents’ concerns and cultural identity.
- Value what parents and caregivers have noticed or assessments they have had done outside school.
- Involve parents and caregivers in determining strategies to support ākonga learning and well-being.
- Work with any programmes or materials they are using at home, to maximise consistency and support for the learner.
- Develop systems for passing on information about a learner’s needs, progress and next steps in ways that are meaningful.
- Share information about out-of-school programmes (for example, classes or groups for music, art, debating or sport).
- Actively and regularly communicate positive information and achievements to the family.
What to ask
What to ask
Connect with parents, whānau, and caregivers to understand the strengths and needs of ākonga.
The people in the learners' lives:
- parent and whānau hopes and priorities
- important people in the learner’s life
- best methods and times to communicate with the family
- professionals working with the family
- questions they have and support they would like from the school.
Practical elements:
- the language(s) spoken at home
- medications and allergies
- equipment used at home
- what they do at home to support learning
Learners' likes and dislikes:
- likes, interests, strengths, what they’re good at, can do independently
- dislikes, what can upset them, how they express this, calming skills
- favourites (TV programmes, hobbies, books, songs, sports)
Manage medication
Manage medication
Some learners with ADHD take medication.
Work with family and whānau to create a medication plan that sets out when and how much medication is given.
- Read your learner’s plan and keep it handy.
- Know your role in helping your learner to take their medication. Know, for example, whether you need to prompt them to take it and how you will do that. You may need to arrange safe storage for the medication.
- Learn to recognise when the medication has worn off or if it is causing side effects.
- Provide a private place for your learner to take their medication.
- Do not disclose medication use to other learners without permission.
Useful resources
Useful resources
Awhi Ngā Mātua
A parent-led initiative empowering families to drive positive change. Created by parents for parents of neurodiverse children.
Publisher: Awhi Ngā Mātua
Educationally powerful partnerships
This resources offer school leaders constructive strategies for forming trusting learning relationships with whanau.
Publisher: Ministry of Education NZ
Listening to families
A NZ video series featuring psychiatrists, educators, and whānau sharing experiences, strategies, and school supports.
Publisher: Ministry of Health | Manatū Hauora
Next steps
More suggestions for implementing the strategy “Identify needs and how to provide support”:
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Return to the guide “ADHD and learning”
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How to use this site
Guide to Index of the guide: ADHD and learning
Understand:
Strategies for action:
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Identify needs and how to provide supportShow suggestions for Identify needs and how to provide support
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Support self-regulation and positive behaviourShow suggestions for Support self-regulation and positive behaviour
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Helpful classroom strategies years 1-8Show suggestions for Helpful classroom strategies years 1-8
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Helpful classroom strategies years 9-13Show suggestions for Helpful classroom strategies years 9-13
