The essentials in 30 seconds
Does your child forget everything, find it impossible to sit still, explode over the smallest thing, or seem to be “somewhere else” in class? Before talking about ADHD, it is important to look closely at the intensity, duration and impact of these behaviours, because many children are restless or distracted at times. This guide helps you recognise the signs at different ages and know who to turn to. To understand the condition itself, its causes and how it is supported, read our article ADHD: definition, causes and the diagnostic process.
What should raise concern… and what is not enough on its own
Signs worth getting advice aboutespecially when several occur together
- Difficulties that have been present for more than six months, not just a rough patch
- Behaviours that are clearly more pronounced than in other children of the same age
- Difficulties in several settings: home, school, activities
- Repeatedly putting themselves in danger (crossing the road without looking, climbing on everything)
- A real impact on learning, friendships, family life and self-esteem
Not necessarily ADHDdon’t jump to conclusions
- A very active child who can nonetheless settle down when needed
- Restlessness only at the end of the day or when tired
- Difficulties that began after a life event (moving house, a separation, a new baby)
- A problem that only shows up in one setting
- Before the age of 5, behaviours that are still common in typical development
Other causes can also explain inattention or restlessness: a vision or hearing problem, poor-quality sleep, anxiety or a learning disorder. That is exactly why a medical examination matters.
Signs by age
ADHD does not look the same at 4, 9 or 15. Here are the pointers described by child psychiatry teams and by the French national health insurance (Assurance Maladie):
| Age | What is often seen | Points to bear in mind |
|---|---|---|
| Under 6 (nursery school, maternelle) | Restlessness that is hard to channel, impulsivity with risky behaviour, intense tantrums and crying, less elaborate play, restless sleep, difficulty following simple routines. | At this age these signs are not very specific: what matters is how intense and persistent they are. Inattention is not yet very noticeable. |
| 6–11 (primary school) | Difficulty staying focused on a long task, careless mistakes, forgotten instructions, lost belongings, never-ending homework, blurting out, fidgeting in their chair or, on the contrary, a dreamy, faraway look. | This is the age when difficulties become most visible, because school demands more attention and independence. Good marks at school do not rule out ADHD. |
| Adolescence | Less visible restlessness, but ongoing impulsivity and inattention: difficulty getting organised, procrastination, conflict, risk-taking. | Keep an eye on self-esteem, social isolation, screen use and substance use. Restlessness may turn into an inner sense of impatience. |
| In adulthood | Disorganisation, constantly putting tasks off, forgetfulness, impulsive decisions, fatigue from the constant effort. | Nearly one in two young people still have difficulties in adulthood. A diagnosis can be made at any age. |
Emotional and social signs
They are not part of the diagnostic criteria, but they often weigh heavily on daily life and are behind many consultations:
In girls, the signs are often subtler
The French National Authority for Health (HAS) points out that ADHD is probably underdiagnosed in girls. The predominantly inattentive presentation is more common in girls: a quiet, dreamy, slow pupil who wears herself out compensating draws less attention than a restless boy. Her difficulties may only become apparent at secondary school (collège, ages 11–15), when the demands on organisation increase.
What should you do if this sounds like your child?
PCOs see children up to the age of 12 when a neurodevelopmental condition is suspected. They coordinate assessments and can fund certain early interventions (psychomotor therapist, occupational therapist, psychologist) even before a diagnosis. Your doctor can refer you to one. The school is also a partner: the teacher, the school doctor and the educational team can share their observations and put initial adjustments in place.
Preparing for the appointment: what to bring
- your child’s health record book (carnet de santé);
- school reports and a few exercise books, with the teachers’ comments;
- a list of recent examples, at home and at school;
- any existing reports (speech and language therapy, psychomotor therapy, psychologist);
- your questions, and your child’s.
Several appointments are often needed: a diagnosis is built up over time, using information from the family and the school.
While you wait for the appointment
Waiting times can be long, but there are things you can do now. The HAS states that parent training programmes can be offered as soon as ADHD is suspected, because the earlier they start, the more useful they are. Day to day, focus on clear routines, short and visual instructions, praising what goes well, regular sleep, daily physical activity and sensible screen time.
What next?
If a diagnosis is made, the recommended support is comprehensive: information, parent coaching, school adjustments and, if needed, medication prescribed by the doctor. To find out more:
- understand the ADHD brain and the state of the research: ADHD, neuroscience and neurofeedback;
- find out about the support we offer alongside medical care: neurofeedback and ADHD at Centre Élan;
- working with the school: our work in schools.
Frequently asked questions
At what age can ADHD be identified?
There is no minimum age for noticing signs, but before the age of 5 doctors remain very cautious, because attention and self-control develop at different rates. The difficulties must have appeared before the age of 12. If they are marked, support can begin without waiting for a diagnosis.
My child concentrates really well on screens: can they still have ADHD?
Yes. Screens offer instant rewards and constant stimulation, which easily capture attention. A child with ADHD can “hyperfocus” on them and yet find it very hard to stay attentive during a long, repetitive or unmotivating task, such as homework.
Is a neuropsychological assessment needed for a diagnosis?
Not always. According to the HAS, it is not essential for the diagnosis, but it is recommended when several conditions co-occur, when difficulties are severe or when an intellectual developmental disorder is suspected. It then helps to build the support plan.
Sources
- Haute Autorité de santé (2024). Trouble du neurodéveloppement / TDAH: diagnostic et interventions thérapeutiques auprès des enfants et adolescents [Neurodevelopmental disorder / ADHD: diagnosis and therapeutic interventions for children and adolescents]
- Assurance Maladie (ameli.fr). TDAH: symptômes, diagnostic et évolution [ADHD: symptoms, diagnosis and course]
- CléPsy, Institut du Cerveau de l’Enfant (AP-HP). TDAH: quand le suspecter? (avant 6 ans) [ADHD: when should it be suspected? (under 6)]
- CléPsy, Institut du Cerveau de l’Enfant (AP-HP). TDAH: quand le suspecter? (6-12 ans) [ADHD: when should it be suspected? (ages 6–12)]
- Mon Parcours Handicap (CNSA). TDAH: PCO, forfait d’intervention précoce et aménagements scolaires [ADHD: PCOs, early intervention funding package and school adjustments]