“Does my child have ADHD, or is this normal teenage behavior?”

Answer:
That’s one of the most common and important questions from parents. Many ADHD behaviors—like being forgetful, distracted, or restless—can overlap with normal teen development. The difference is that with ADHD, these struggles are consistent, show up across settings (school, home, activities), and significantly interfere with daily life. A proper evaluation by a psychologist or pediatrician can help clarify what’s going on. Whether it’s ADHD or simply developmental challenges, the good news is that strategies for executive functioning and social-emotional skills—like organization, self-control, and stress management—help all kids, not just those with a diagnosis.

“How can my child stay organized and actually finish homework?”

Answer:
Homework battles are a classic ADHD challenge because they test planning, working memory, and self-regulation—skills that develop more slowly in kids with ADHD. Research-backed strategies include breaking tasks into small steps, using visual schedules, and setting up structured routines with clear start/stop times. Technology-free work sessions with planned breaks often help, too. In therapy, we also teach kids to recognize their “focus window” and build strategies that make success feel achievable. Over time, these small wins create independence and reduce conflict at home.

“Why does my child struggle to make or keep friends?”

Answer:
ADHD and social-emotional challenges can affect friendships in subtle ways. Some kids interrupt without realizing, miss social cues, or withdraw because of anxiety. Research indicates that targeted social-emotional learning—such as practicing perspective-taking, emotion regulation, and communication skills—can significantly enhance peer relationships. Group activities, sports, or outdoor experiences often create safe spaces for practicing these skills. With coaching and support, students learn to build empathy, listen actively, and form deeper connections — friendships that last.

“Do we have to try medication? What are the side effects?”

Answer:
Medication is one option, but it’s not the only one. For many students, stimulant medications (like methylphenidate or amphetamines) or non-stimulants can improve attention and self-regulation. Research shows that medication can be very effective, especially when paired with behavioral strategies, school supports, and counseling. But every child is different—some thrive with therapy and executive function coaching alone, while others benefit from a combined approach. If you’re unsure, you don’t have to decide immediately. A careful conversation with your child, and another conversation with your child’s doctor, weighing risks and benefits, helps families make the choice that feels right.

“How do I support my child without doing everything for them?”

Answer:
It’s a tough balance—wanting to help but also wanting your child to grow independence. Science shows that kids build confidence when adults provide “scaffolding”—just enough support to get started, then gradually stepping back as they gain skills. For example, instead of checking every assignment, you might help your child make a checklist and let them monitor it. Praise effort, not just results, so they see mistakes as part of learning. Think of yourself as a coach on the sidelines, not the player on the field—cheering, guiding, but letting your child do the work.