My school, work or education conversation planner
Free to read and print. No diagnosis, account or screening purchase is needed.
About 10–15 minutes.
Download printable sheet (PDF)
Waiting Well resources
Urgent help
If you are becoming overwhelmed, here are some contacts to talk to:
1
What this helps with
Read this
Prepare a conversation about a current difficulty, a possible change and how to review it.
Use this
Who it is for: Adults, students, young people and parents or carers. Use the parts that fit your setting.
Time: About 10–15 minutes.
2
Short explanation
Read this
Start with one situation, its effect and a change to discuss. Include what already works. You can begin a support conversation while waiting for assessment.
Use this
Work: Acas guidance for Great Britain says support should be offered with or without a diagnosis. Northern Ireland uses separate guidance. Education: in England, contact the teacher or SENCO. At college or university, ask the learning or disability support team. School systems differ across the UK.
3
One practical action
Read this
Choose one person to speak to and write one change you would like to discuss.
Use this
Example opener: “I am finding [task] difficult when [situation]. [Current help] makes it easier. Could we discuss trying [change] and agree a date to review it?”
4
Worksheet: start here
Read this
A written note can help you explain your request. Share only the personal information you choose.
Who is the conversation with?
Teacher, support lead, manager, HR or another person; date and preferred way to meet.
Use this
What is difficult, and when?
One specific task or situation and its effect.
What is working?
Strengths, interests and support already in place.
5
Worksheet: next steps
Read this
What change would I like to discuss?
For example, written steps, clearer priorities or a quieter place for a task.
What does the child or young person want to say?
Use their words where possible. Adults can use this space for their own priorities.
Use this
What did we agree?
Action | who will do it | start date | review date.
How will we know whether it helps?
One practical sign to discuss at the review.
6
Use your sheet privately
Read this
Write on paper or in a private file on your own device. Keep your copy somewhere safe, especially on a shared device. You choose what to share.
Use this
Print the free sheet or copy the prompts into your own private note. Complete only the parts that help.
Download printable sheet (PDF)
7
Where to go next
Read this
Choose the next topic that is useful to you. There is no order to follow.
Try one manageable change
Choose another Waiting Well resource
Use this
Sources used for this draft. Check current arrangements with the relevant service.
Acas: Adjustments for neurodiversity (Great Britain)
GOV.UK: Special educational needs support (England)
nidirect: employment rights (Northern Ireland)
NHS: ADHD in children and young people
8
Author and review
Read this
Prepared for: Matthew Lock ADHD Charity.
Draft content: AI-assisted.
Source and accessibility check: 14 November 2026.
Use this
Charity reviewer: pending sign-off.
Review status: not yet clinically reviewed.
Practical guidance and urgent help
This is a practical organising tool. It does not diagnose ADHD or replace individual professional advice.
Urgent help: call 999 if someone's life is at risk or you cannot keep yourself or someone else safe. Samaritans: 116 123, free, day or night. For other urgent routes across the UK, use the site's Urgent help page.
Urgent help across the UK
For me
For my child or young person
Waiting Well resources
Back to Waiting Well
References and resources
Hallowell, E.M., & Ratey, J. J. (1994). Driven to Distraction: Recognizing and Coping with Attention Deficit Disorder. Anchor Books.
Resource topic:
Understanding ADHD
Barkley, R.A. (2020). Taking Charge of Adult ADHD (2nd ed.). The Guilford Press.
Resource topic:
Understanding ADHD
Brown, T.E. (2013). A New Understanding of ADHD in Children and Adults: Executive Function Impairments. Routledge.
Resource topic:
Tracking Symptoms and Executive Function
Dawson, P., & Guare, R. (2016). Smart but Scattered: The Revolutionary "Executive Skills" Approach. The Guilford Press.
Resource topic:
Tracking Symptoms and Executive Function
Solanto, M.V. (2011). Cognitive-Behavioral Therapy for Adult ADHD: Targeting Executive Dysfunction. The Guilford Press.
Resource topic:
Routines and ADHD-Friendly Systems
Sarkis, S.M. (2017). Natural Relief for Adult ADHD: Complementary Strategies for Increasing Focus, Attention, and Motivation. New Harbinger Publications.
Resource topic:
Routines and ADHD-Friendly Systems
Porges, S.W. (2011). The Polyvagal Theory: Neurophysiological Foundations of Emotions, Attachment, Communication, Self-Regulation. Norton.
Resource topic:
Regulation Techniques
Fisher, J. (2017). Healing the Fragmented Selves of Trauma Survivors: Overcoming Internal Self-Alienation. Routledge.
Resource topic:
Regulation Techniques
Neff, K.D. (2011). Self-Compassion: The Proven Power of Being Kind to Yourself. William Morrow.
Resource topic:
Self-Compassion and Mental Health
Ramsay, J.R., & Rostain, A. L. (2015). The Adult ADHD Tool Kit: Using CBT to Facilitate Coping Inside and Out. Routledge
Resource topic:
Self-Compassion and Mental Health