If you are reading this, you have probably been carrying a worry about your child for a while. Perhaps a teacher has raised concerns, or perhaps you have simply noticed that everyday life feels harder for your child, and for your family, than it seems to for others. Whatever brought you here, taking the step to understand more is an act of care, and you are not alone in it.
Many parents tell us they feel a mix of emotions at this stage. Some feel relieved to be doing something. Others feel anxious about what an assessment might find, or worried about being judged. All of these feelings are normal.
This guide is here to make the path ahead feel clearer. It explains what happens during an ADHD assessment at ROC Clinic Aberdeen, how you can prepare, how to talk to your child about it, and answers the questions parents ask us most often. It does not replace advice from your consultant, who will always be happy to talk through anything specific to your child.
You know your child better than anyone. Your observations, your instincts, and your questions are an important part of this process.
In this guide
- Understanding ADHD
- NHS and private assessment in Scotland
- Your assessment journey at ROC
- Preparing for the assessment
- Talking to your child about the assessment
- Questions about stigma and feelings
- Questions about school
- What school can offer in Scotland
- Questions about development
- After the assessment
- Looking after yourself
- Contact us
Understanding ADHD
ADHD (Attention-Deficit/Hyperactivity Disorder) is a neurodevelopmental condition. It affects how the brain manages attention, activity levels, planning and self-control. It is one of the most common conditions of its kind in childhood, and it is not caused by parenting or discipline.
ADHD can look very different from one child to the next. Some children mainly struggle with attention and may seem dreamy or forgetful. Others are mainly restless and impulsive, and many have a mix of both. It can help to think of ADHD as a pattern of strengths and challenges: some settings feel very hard, while others are where your child shines.
For a detailed look at the signs, and when they may be worth exploring, read our article on the signs of ADHD in children.
NHS and private assessment in Scotland
Both the NHS and private clinics can offer a careful, thorough assessment. The main differences are how long you wait, what it costs, and how care continues afterwards. There is no right or wrong choice, only the one that fits your family.
The NHS route
In Scotland, the NHS route usually starts with a conversation with your GP, your child’s school or the school nurse. If they share your concerns, your child can be referred to your local neurodevelopmental service, which may sit within community paediatrics or a dedicated team. CAMHS is usually only involved when a child also has a mental health concern.
NHS assessment is free, but demand is very high. In March 2025, more than 42,000 children were waiting for a neurodevelopmental assessment across the Scottish health boards that reported figures. A 36-week standard from referral to being seen has been suggested nationally, yet in most boards more than half of those waiting had been waiting longer. (Scottish Parliament research, June 2025)
The private route at ROC
At ROC, you can self-refer without a GP or school referral. Your child is seen by a Consultant Paediatrician, and the assessment follows the same core principles as a thorough NHS assessment: a detailed history, information from home and school, structured observation and consideration of other explanations. Our assessments follow NICE guidelines, the UK’s national clinical guidance on ADHD. Our reports are accepted by schools and can be shared with your GP, so everyone involved in your child’s care is informed.
In Scotland, every private (independent) clinic must by law be registered with and inspected by Healthcare Improvement Scotland. Whichever clinic you choose, you can check its registration and inspection reports on their website.
Comparison: NHS vs Private ADHD Assessment
| NHS | ROC Clinic Aberdeen | |
| How to start | Referral through your GP | Self-refer by contacting us |
| Cost | Free | £375 (Initial Consultation) |
| Time to first appointment | Weeks | You can be seen within a week |
| Who assesses | A multidisciplinary neurodevelopmental team | A Consultant Paediatrician |
| Report | Shared with you and relevant professionals | Written report that you own and choose who to share with |
| After diagnosis | Follow-up through local NHS services, which may have their own waits | Post-diagnosis consultations, school liaison and follow-up reviews at ROC |
What about medication after a private diagnosis?
This is one of the most important questions to ask before you choose. If medication is ever part of your child’s care, ROC can prescribe where clinically appropriate and provide follow-up reviews. Some families later ask their NHS GP to take over prescribing through a “shared care” arrangement. In Scotland, there is no national policy on this, and each GP practice decides itself. Some practices agree, and many now decline. We recommend asking your GP practice about their approach early, so you can plan with a clear picture.
Can we do both?
Many families keep their child’s place on the NHS waiting list while seeking a private assessment. If you are considering this, check with your GP or local service how it would work in your area.
Whichever route you take, remember that your child does not need a diagnosis to get support at school in Scotland. More on that below.
Your assessment journey at ROC
Our assessments are for children aged six and above and are led by Consultant Paediatricians with extensive NHS experience. You can self-refer, so you do not need a GP or school referral to begin.
The assessment has three main stages, with support available afterwards.
1. Initial consultation You will meet your consultant to talk about your child’s development, health and family history, and what you and the school have noticed. Expect questions about early milestones, such as when your child first walked and talked, as well as their sleep, friendships and school life. There are no wrong answers. The consultant is there to listen and understand, not to judge. At the end, they will advise whether a full ADHD assessment is appropriate, and you will receive a written summary of next steps.
2. Diagnostic assessment If a full assessment is recommended, you and your child’s teacher will each complete standardised questionnaires. ADHD is only diagnosed when difficulties show up in more than one setting, which is why input from school matters. Your child will then have a structured clinical assessment of around two hours. The consultant will observe attention, impulse control, and social engagement, and will consider whether anything else could explain what you have been seeing.
3. Results and report You will receive a detailed written report with the consultant’s conclusions and recommendations for support at home and at school. It is your report, and you decide who to share it with.
After the assessment If ADHD is diagnosed, ROC offers post-diagnosis consultations to talk through options, school liaison and follow-up reviews. Your consultant may also suggest input from other professionals, such as occupational therapy, psychology or speech and language therapy.
Preparing for the assessment
A little preparation can help you feel more in control and make sure the consultant gets a full picture of your child. You do not need to have everything, so gather what you can.
Useful things to bring
- Recent school reports and any letters or emails from teachers
- Any previous assessments, such as from an educational psychologist, speech and language therapist or occupational therapist
- Your child’s red book or notes on early milestones, if you have them
- A short list of any medicines your child currently takes
- Your own notes (see below)
- A list of questions you want to ask
Keeping a notes diary
In the weeks before the appointment, try jotting down real examples as they happen. Specific moments are often more helpful to the consultant than general impressions. You might note:
- What happened, where, and at what time of day
- What seemed to make it easier or harder
- How your child felt afterwards, and how you responded
- Moments when things went well, and what was different
Please be honest, even about the hard days. Some parents are tempted to leave out things that feel embarrassing. The consultant has heard it all before, and the fuller the picture, the more useful the assessment will be.
Letting school know
Because a teacher questionnaire is part of the process, it helps to speak to your child’s class teacher or guidance teacher early on. A short, calm conversation is usually enough: explain that you are seeking an assessment and that they may be asked to complete a questionnaire.
On the day
Bring a drink, a snack and something familiar to keep your child comfortable during breaks.
Talking to your child about the assessment
Children often sense when something is being planned for them, so a simple, honest explanation can ease their worries. The key messages are that this is not a test they can pass or fail, they are not in trouble, and the goal is to understand how their brain works best.
A few gentle approaches
- Describe the appointment as talking and activities, not a test. There are no right or wrong answers and nothing to study for.
- Keep it short and come back to it more than once. A calm moment, such as a car journey or bedtime, often works well.
- Let them ask questions and share worries. Try to acknowledge their feelings before reassuring them.
- Stay calm yourself. Children take their cue from us.
Words you might use
| Age | You could say |
| 6 to 8 | “We’re going to see a doctor who helps children. You’ll chat and do some activities. It’s not a test, and you’re not in trouble. It helps us find ways to make things like school feel a bit easier.” |
| 9 to 12 | “You’ve told me some things at school feel really hard. Everyone’s brain works differently. This doctor is an expert in how brains learn and focus, and they can help us work out what might help you.” |
| 13 and over | “I’ve noticed you’ve been finding some things frustrating, and I want to understand it better with you. The assessment is a chance to get some answers. You can ask the doctor anything, and your views really matter.” |
Older children and teenagers may want more say. Involving them in decisions, such as when to tell school, can help them feel it is something done with them, not to them.
Questions that You May Have
Is this my fault?
No. ADHD is a neurodevelopmental condition that often runs in families. It is not caused by your parenting, and no amount of stricter or softer parenting would have prevented it. What parents can do is help their child learn to cope, and seeking an assessment is part of that.
Isn’t it just bad behaviour?
Behaviour that looks like not listening or not trying can come from a real difficulty with focus or self-control. An assessment helps separate the two, so your child can be understood rather than simply corrected.
Will a diagnosis label my child?
This is one of the most common worries. A diagnosis is an explanation, not a verdict on who your child is. Children who struggle without one are often labelled anyway, as lazy, naughty or careless. Understanding the reason can help your child, and the adults around them, see those struggles more kindly.
What will family and friends think?
Some people may not understand at first. You decide what to share and when. If you do talk to family, it can help to start with how much they matter to your child, describe the specific things your child finds hard, and explain how they can help. You never owe anyone a full explanation.
Does an assessment mean medication?
No. An assessment is about understanding your child, not committing to any treatment. If ADHD is diagnosed, your consultant will explain the options, which can include support at school, routines and strategies at home, as well as medication. Decisions are always made together with you.
I feel relieved, but also sad. Is that normal?
Yes. Many parents feel relief that their instincts were right, alongside worry or grief about what it means. Some also recognise traits in themselves while learning about their child. All of these reactions are normal, and they often soften with time and support.
Questions about school
Does the school need to refer my child?
No. You can self-refer to ROC. The school will still be asked to complete a questionnaire, because ADHD is assessed across more than one setting.
Does my child need a diagnosis to get support at school?
No. In Scotland, any child who needs extra or different support with their learning has a legal right to it, whether or not they have a diagnosis. If your child is struggling now, you can raise it with their teacher straight away, without waiting for the assessment.
How can the report help at school?
The report includes recommendations for support in the classroom, and you can share it with the school when discussing your child’s needs. It can help teachers understand your child and plan more specific support. What support is put in place is decided by the school and local authority.
What kinds of support might help in the classroom?
Every child is different, but schools often find that simple changes make a real difference. Examples include sitting near the front, breaking instructions into single steps, planned movement breaks, and extra help getting started on a task.
My child is doing well academically. Could they still have ADHD?
Yes, it is possible. Some children with ADHD are bright but inconsistent, doing well one day and struggling the next. Others keep up with schoolwork but find friendships, routines or emotions harder. Difficulties do not have to show up in grades to be worth exploring.
What should I ask my child’s teacher?
You might ask what they notice in class, when your child seems most settled, what already helps, and how you can keep in touch. Sharing what works at home can help too.
What school can offer in Scotland
Scotland has its own law on support at school, and it is built around your child’s needs, not their diagnosis. The main law is the Education (Additional Support for Learning) (Scotland) Act 2004, as amended in 2009. It places a duty on local authorities to identify, meet and keep under review the needs of pupils who need extra or different support to benefit from school.
Everyday classroom support
Most children with ADHD have their needs met in their own school, through changes their teachers can make day to day. Depending on your child, this might include:
- Seating away from distractions, often near the teacher
- Instructions given one step at a time, sometimes written down or shown visually
- Planned movement breaks or a job that lets them move around
- Help getting started on tasks, with longer work broken into smaller chunks
- Visual timetables and advance warning of changes to routine
- A quiet space to calm down and a trusted adult to go to
- Support with organisation, such as homework checklists
Support plans
If your child needs more planned support, the school may write it down in a plan. Different councils use different names, but you may hear of:
- A Child’s Plan, used under the Scottish Getting It Right For Every Child (GIRFEC) approach when a child needs support from more than one service
- An individualised educational programme or learning plan, setting out targets and the support to reach them
- A Co-ordinated Support Plan (CSP), a legal document for children with significant, long-term needs that require support from education and at least one other service, such as health or social work. It sets out who will provide the support, how often and for how long
Exams and assessments
In secondary school, pupils who need it can receive assessment arrangements for SQA exams, such as extra time, a separate room or rest breaks. These are based on the pupil’s needs and the support they usually receive in class, so it helps to discuss them with the school early.
Your rights as a parent
Under the Act, you can:
- Ask your local authority to assess your child’s additional support needs at any time
- Be involved in planning and reviewing your child’s support, and have your views taken into account
- Ask for your child to be considered for a CSP
- Use free, independent mediation if you and the school or council disagree
- Take certain decisions, mainly about CSPs, to the Additional Support Needs Tribunal, part of the First-tier Tribunal for Scotland (Health and Education Chamber)
Children aged 12 to 15 also have some of these rights themselves, including asking to be considered for a CSP.
Where to start
Most support begins with a conversation. Speak to your child’s class teacher first, then the guidance teacher or the member of staff who leads on additional support needs. If you need independent advice at any point, Enquire is Scotland’s free advice service for additional support for learning, on 0345 123 2303.
Questions about development
Isn’t this just a phase?
All children are distracted, restless or impulsive at times. ADHD is considered when these patterns are persistent, usually for six months or more, show up in more than one setting such as home and school, and affect everyday life. If you are unsure, the initial consultation is a good place to talk it through.
Why is the assessment for children aged six and over?
Younger children’s attention and activity levels are still developing quickly, and the differences between children are wide. From around school age, it becomes easier to see whether a pattern is outside the usual range for their age.
Will my child grow out of it?
For some children, difficulties ease a great deal as they grow. Many carry some traits into adolescence and adulthood, often in a changed form. Visible restlessness may fade, for example, while difficulties with organisation remain. Understanding it early gives your child a chance to build skills that serve them well as they grow.
My child is quiet and dreamy, not hyperactive. Could it still be ADHD?
Yes. ADHD does not always look like constant movement. Some children mainly struggle with attention, drifting off, losing things or finding it hard to finish tasks. Because they are not disruptive, their difficulties are easier to miss.
Could it be something else?
It could. Other things can look similar to ADHD, and some children have more than one thing going on. Considering other explanations is a standard part of the assessment.
What if it turns out not to be ADHD?
That is still a meaningful outcome. You will leave with a clearer understanding of your child and the consultant’s recommendations on what might help.
After the assessment
Whatever the outcome, give yourself time to take it in. There is no need to make every decision straight away, and it is fine to come back with questions once you have had time to think.
Questions you might want to ask your consultant
- What did you see that led to this conclusion?
- What are my child’s particular strengths?
- Which recommendations matter most right now?
- What support options are there, and what does each involve?
- If medication is ever considered, how would prescribing and monitoring work, and would our GP be involved? (Arrangements vary between GP practices, so it is worth asking early.)
- How do we share the report with school, and who should we speak to there?
- When should we come back for a review?
Explaining the outcome to your child
Children usually know when they are finding things hard. What they often need is a kind explanation. Many parents find it helps to talk about how every brain works differently, with its own strengths and challenges, and that knowing more about theirs means you can find what helps. Keep it simple and positive, and let the conversation continue over time rather than all at once.
Looking after yourself
Supporting a child who is struggling can be tiring, and parents often put their own needs last. Looking after yourself is not selfish. Your child benefits from a parent who has some energy left for them.
- Talk to someone you trust, whether a partner, friend or family member.
- Connect with other parents who understand. Local and online parent groups can be a real source of practical ideas and reassurance.
- Notice what is going well, however small, for your child and for you.
- Allow yourself to rest. Not every evening needs to be a problem-solving session.
Useful organisations
- Enquire: Scotland’s national advice service for additional support for learning. Helpline 0345 123 2303.
- Parent Club: Scottish Government advice for parents on additional support needs.
- ADHD UK: information for families about ADHD and diagnosis.
- Education Scotland: links to free guides for parents and carers, including the University of Edinburgh’s EPIC resources.
ROC is here to help
If you have any questions before or after your child’s assessment, please get in touch with our team at ROC Clinic Aberdeen.
01224 515 254 · aberdeen@rochealthservices.com
Find out more about our private ADHD assessment for children
This guide is for general information only and does not replace individual advice from your child’s consultant.
