ADHD Pathway

There are two versions of the ADHD path in use in the PoSa area:

  • ADHD path through the school psychologist to the school doctor's office
  • A simplified ADHD path from a public health nurse to a school doctor's appointment

It is important to note that there is always variation in individual paths, as the situations of children and young people are very individual. In addition, the resources of student welfare affect how quickly the process progresses from the recognition of the need for support to the school doctor's appointment. When the psychologist or public health nurse conducts interviews and background investigations, things may emerge that require further investigation.

The following figure shows the main features of the ADHD pathway.

The ADHD Path of a School-Age Child
ADHD path for school-age children and adolescents in Kankaanpää

When a concern arises at the school doctor's office

1. Teacher, guardian or student concerns about attention, activity or impulsivity traits arise

Many children may exhibit any or all of the individual features of activity or attention difficulties, but to such an extent that the diagnostic criteria are not met.

Changes in life circumstances can also temporarily bring out features. For example, irregular sleep patterns or traumatic experiences can cause similar symptoms. In addition, many other diseases or disorders can explain challenges with activity and attention.

In ADHD, the symptoms are long-lasting, occur in multiple settings, and are not better explained by another disorder. Symptoms include excessive inattention, hyperactivity, and impulsivity, appropriate for age and developmental level. The child may also exhibit one or more of these characteristics.

Read more about identifying the need for support for a child or young person with ADHD: Identifying the need for support

The support portfolio contains lists of tips to support a child or young person's learning: Support portfolio

2. The teacher begins support activities immediately

The teacher will initiate support measures in the classroom immediately. It is worth asking the school's special education teacher for advice at this stage. Support for strengthening emotional and interaction skills and self-esteem can also be obtained from the school counselor.

3. The teacher collaborates with guardians

The teacher contacts the guardians and shares their concerns about the child's or young person's schooling. Solution-oriented cooperation is important, as the attention and observations of all parties are needed.

4. The teacher/special education teacher assesses the student's strengths, support needs, learning difficulties and reviews support measures.

At this stage at the latest, the teacher and special education teacher will assess whether the child or young person has any other learning difficulties in addition to ADHD traits. The level of support the child needs is also assessed: general support, enhanced support or specific support.

5. Permission from guardians is requested for further investigation

After discussing with the guardians and with the guardians' permission, the child or young person's case will be taken for further investigation.

6. Further assessment by either a school nurse or a school psychologist

If a teacher or special education teacher assesses that a child or young person has ADHD characteristics without other learning difficulties, a public health nurse will conduct further evaluation.

If a teacher or special education teacher assesses that a student has other learning difficulties in addition to ADHD traits, further evaluation will be carried out by a school psychologist.

7. The school nurse or school psychologist will make an appointment with the doctor.

The school nurse or school psychologist (see section 6) will submit the background information and questionnaires they have collected to the doctor a week before the doctor's appointment.

8. The first doctor's appointment will take 45-60 minutes.

The doctor assesses whether the diagnostic criteria for ADHD are met based on the background information collected by the school psychologist or public health nurse and any other tests.