Conditions and diagnosis

Attention deficit hyperactivity disorder (ADHD) is a condition that affects behaviour. People with ADHD can seem restless, may have trouble concentrating and may act on impulse. 

Symptoms of ADHD tend to be noticed at an early age and may become more noticeable when they start school. Most cases are diagnosed when children are 6 to 12 years old. 

Symptoms may include:

• feeling restless or fidgety
• talking a lot and interrupting others
• becoming easily distracted
• finding it hard to concentrate
• saying or doing things without thinking

There may also be additional problems present, such as sleep and anxiety disorders. 

Getting a diagnosis of ADHD requires a specialist (child psychiatrist or paediatrician) assessment. This involves recognising patterns of behaviour such as observing the child, obtaining reports of behaviour at home and at school, and sometimes using computerised tests. 

If you think your child may have ADHD, you can raise your concerns with your child's teacher, school SENCO and/or their GP. 

Although there is no cure for ADHD, it can be managed with appropriate educational support, alongside other strategies such as: 

• Medication
• Therapies such as cognitive behavioural therapy or social skills training. This would be offered by the health service but could be further supported by their educational setting.
• Diets and supplements

If your child’s condition or diagnosis has an impact on their learning and education, we would advise requesting a meeting with their school. 

The meeting should be used to talk about your child’s needs and behaviours and agree a plan around supporting and managing them. 

This type of planning could come under SEND support planning in mainstream schools, known as the graduated approach.  

If you feel that your child's needs were above what can be met in mainstream under SEND support, you could apply for an EHC needs assessment that may then lead to an Education, Health and Care Plan (EHCP).  

If there is already an EHCP in place, this type of planning could be used during the next review of the plan. 

Leeds Sendiass are not responsible for the content of sites or services offered by third parties.

• NHS

Overview of ADHD along with symptoms, causes, diagnosis, treatment and tips on how to live with ADHD  

• Young Minds

Advice about ADHD and mental health, also includes a guide for parents  

• ADDIS

The National Attention Deficit Disorder Information and Support Service. Provides information and resources about ADHD and the variety of approaches that can help including; behavioural therapy, medication, individual counselling, and special education provision  

• ADHD Foundation

Provides training to professionals around the UK. Their ‘Information and Support’ section has content on a range of areas for parents and carers, including recognising ADHD and tips on behaviour management  

• ADHD and you

Information about ADHD, diagnosis, treatment and tips for everyday life  

• Contact

The national charity for families with children with disabilities. Provides online, printed and helpline advice on education, benefits and finances, childcare, social care, medical information and more  

• Hyperactive children's support group

For hyperactive and ADHD children and their families. Provides information particularly regarding hyperactivity and diet  

It's normal for children to feel worried or anxious from time to time, such as when they're starting school or nursery, or moving to a new area. But for some children, anxiety affects their behaviour and thoughts every day, interfering with their school, home and social life. 

Symptoms may include:

• finding it hard to concentrate
• not sleeping, or waking in the night with bad dreams
• not eating properly
• quickly getting angry or irritable, and being out of control during outbursts
• constantly worrying or having negative thoughts
• feeling tense and fidgety
• using the toilet often
• always crying
• being clingy
• complaining of tummy aches and feeling unwell

It is important to talk to your child about their anxiety or worries as many anxieties can go away after a while, with your reassurance. However, if it is not getting better, or is getting worse you could seek professional support. 

An appointment with a GP is a good place to start. You can talk to the GP on your own or with your child, or your child might be able to have an appointment without you. If the GP thinks your child could have an anxiety disorder, they can refer them to the local children and young people's mental health service(CAMHS) for further assessment or support. 

There are services and resources available that may help your child to learn to understand and manage their anxiety. 

If your child does not want to see a doctor, they may be able to get help directly from a local youth counselling service such as The Marketplace Leeds. 

You could also discuss your concerns with your child's school, it might be that there is some support that they can offer, or they can refer to their local community support network (cluster)for additional assessment and support via a single point of access panel known in Leeds as Mindmate SPA. 

A formal diagnosis of an anxiety disorder is not needed to access this support. 

Support strategies or treatments may include:

• Medication
• Psychological interventions such as cognitive behavioural therapy
• counselling or talking therapy

If your child’s condition or diagnosis has an impact on their learning and education, we would advise requesting a meeting with their school. 

The meeting should be used to talk about your child’s needs and behaviours and agree a plan around supporting and managing them. 

This type of planning could come under SEND support planning in mainstream schools, known as the graduated approach. 

If you feel that your child's needs were above what can be met in mainstream under SEND support, you could apply for an EHC needs assessment that may then lead to an Education, Health and Care Plan (EHCP). 

If there is already an EHCP in place, this type of planning could be used during the next review of the plan. 

If your child is refusing to attend school due to their anxiety, you might also find our attendance page helpful.  

Leeds Sendiass are not responsible for the content of sites or services offered by third parties.

• NHS

Overview of anxiety disorders in children along with symptoms, treatment and where to get help  

• Young Minds

Advice about what anxiety is and what to do about it, also includes a guide for parents  

• Mental Health Foundation

The Anxious Child - A booklet for parents and carers wanting to know more about anxiety in children and young people  

• Royal College of Psychiatrists

Worries and anxieties - helping children to cope: advice for parents and carers. 

• IPSEA

Advice on school refusal due to anxiety and SEND

Autism is a lifelong developmental disability which affects how people communicate and interact with the world. It is a spectrum condition, which means that it affects people in different ways . 

Symptoms may include:

• Communication difficulties
• Social difficulties
• Repetitive or restrictive behaviours
• Under or over sensitivity to lights, sounds and/or taste
• Extreme focus on interests and hobbies
• Anxiety
• Meltdowns or shutdowns

Getting a diagnosis of Autism requires a specialist assessment. This would involve asking about any problems that your child is having, watching how they interact with other people and speaking to people who know your child well, such as family, friends, your GP or your child's teachers. 

If you think your child may have Autism, you can raise your concerns with your child's teacher, school SENCO and/or their GP. 

There is no cure for Autism, but a range of different strategies and interventions can be helpful to support the young person to be independent and be able to access their learning and education. 

If your child’s condition or diagnosis has an impact on their learning and education, we would advise requesting a meeting with their school. 

The meeting should be used to talk about your child’s needs and behaviours and agree a plan around supporting and managing them. 

You do not need a formal diagnosis of Autism to be able to request SEND support for your child  

It is also not uncommon for a person with Autism to be able to 'mask'. This means temporarily compensating for or hiding their difficulties in certain situations or settings. This could lead to their school or setting telling you that they do not see the same behaviours that you do at home. 

This type of planning could come under SEND support planning in mainstream schools, known as the graduated approach. 

If you feel that your child's needs were above what can be met in mainstream under SEND support, you could apply for an EHC needs assessment that may then lead to an Education, Health and Care Plan (EHCP).  

If there is already an EHCP in place, this type of planning could be used during the next review of the plan. 

Leeds Sendiass are not responsible for the content of sites or services offered by third parties.

Contact us for a copy of our Autism support guide and/or factsheet about the support available in Leeds.

• NHS

Advice about Autism and diagnosis  

• Specialist Team in Autism and Raising Standards (STARS)

Information and resources for supporting young people with Autism 

Stars are currently revising and re-modelling their offer . For their latest update on this please click here.


• The Autism Service

Information and advice about masking


• National Autistic Society (NAS)

Information and advice about Autism, including diagnosis  

• Autism Education Trust (AET)

Advice for supporting the education of those with Autism.


• PDA Society

Information, advice and resources about Pathological Demand Avoidance (PDA)  

• Paige Layle -FB Video

  Paige's personal account of being a female with Autism  

Cerebral palsy is the name for a group of lifelong conditions that affect movement and co-ordination. 

It's caused by a problem with the brain that develops before, during or soon after birth. 

The symptoms of cerebral palsy often become noticeable during the first 2 or 3 years of a child's life. 

Symptoms may include:

• delays in reaching development milestones
• seeming too stiff or too floppy
• weak arms or legs
• fidgety, jerky or clumsy movements
• random, uncontrolled movements
• walking on tiptoes
• swallowing difficulties
• speaking problems
• vision problems
• learning disabilities

If you are concerned about your child's health and/or development you should speak to your health visitor or GP.  

Some of the symptoms listed could have several different causes. Your child may be referred on to some specialists for some tests. 

There is no cure for cerebral palsy, but there is treatment to support the person to be as active and independent as possible. 

Support strategies or treatments may include: 

• Physiotherapy
• Occupational therapy
• Medication
• Surgery (in some cases)

If your child’s condition or diagnosis has an impact on their learning and education, we would advise requesting a meeting with their school. 

The meeting should be used to talk about your child’s needs and behaviours and agree a plan around supporting and managing them. 

This type of planning could come under SEND support planning in mainstream schools, known as the graduated approach.  

If you feel that your child's needs were above what can be met in mainstream under SEND support, you could apply for an EHC needs assessment that may then lead to an Education, Health and Care Plan (EHCP). 

If there is already an EHCP in place, this type of planning could be used during the next review of the plan. 

Leeds Sendiass are not responsible for the content of sites or services offered by third parties.

• NHS

Information and advice about Cerebral Palsy, symptoms, diagnosis and treatment  

• Cerebral Palsy Alliance

Information and advice about Cerebral Palsy  

• MENCAP

Advice about supporting Cerebral Palsy  

• SCOPE

Information ,advice and support for young people with Cerebral Palsy  

Myalgia encephalomyelitis, also called chronic fatigue syndrome is a long-term condition that includes extreme tiredness.  

It can affect anyone, including children. It is more common in women, and tends to develop between your mid-20s and mid-40s.  

Recently Long Covid has emerged which has a very similar presentation.  

Symptoms may include:

• feeling extremely tired all the time, both physically and mentally, you may find it very hard to do daily activities
• still feeling tired after resting or sleeping
• taking a long time to recover after physical activity
• problems sleeping, such as waking up often during the night
• problems with thinking, memory and concentration
• muscle or joint pain
• flu-like symptoms
• feeling dizzy or sick
• fast or irregular heartbeats (heart palpitations)

The severity of symptoms can vary from day to day, or even within a day . 

There is not a specific test for ME/CFS, so it's diagnosed based on your symptoms and by ruling out other conditions that could be causing your symptoms.  

The GP will ask about your symptoms and medical history. You may also have blood and urine tests.  

As the symptoms of ME/CFS are similar to those of many common illnesses that usually get better on their own, a diagnosis of ME/CFS may be considered if you do not get better as quickly as expected. 

Living with CFS/ME can be difficult. Extreme tiredness and other physical symptoms can make it hard to carry out everyday activities. 

It can also affect your mental and emotional health, and have a negative effect on your self-esteem.  

Support strategies or treatments may include: 

• Cognitive Behavioural Therapy (CBT)
• Energy Management
• Medication

Children and young people with CFS/ME are more likely to recover fully. 

If your child’s condition or diagnosis has an impact on their learning and education, we would advise requesting a meeting with their school. 

The meeting should be used to talk about your child’s needs and behaviours and agree a plan around supporting and managing them. 

This type of planning could come under SEND support planning in mainstream schools, known as the graduated approach.  

If you feel that your child's needs were above what can be met in mainstream under SEND support, you could apply for an EHC needs assessment that may then lead to an Education, Health and Care Plan (EHCP).  

If there is already an EHCP in place, this type of planning could be used during the next review of the plan. 

Leeds Sendiass are not responsible for the content of sites or services offered by third parties.

• NHS

Information and advice about CFS/ME symptoms, diagnosis and treatment  

• The ME association

Support and resources for those suffering with CFS/ME and long Covid  

• ME Support

Information and advice about CFS/ME  

Complex regional pain syndrome (CRPS) is experiencing persistent severe and debilitating pain. 

It is often triggered by an injury, but the resulting pain is much more severe and long-lasting than normal. 

The pain usually only affects 1 limb, but it can sometimes spread to other parts of the body. 

The skin of the affected body part can become so sensitive that a slight touch, bump or even a change in temperature can cause intense pain. 

The main symptom is chronic pain which is severe and long lasting.

Symptoms may include:

• burning, stabbing or stinging sensations
• tingling and numbness
• periods of pain lasting a few days or weeks, called flare-ups, where the pain gets worse
• hyperalgesia – feeling pain from pressure or temperature that would not normally be painful
• allodynia – experiencing pain from a very light stroke of the affected skin
• joint stiffness and swelling in the affected limb
• tremors and muscle spasms
• difficulty moving the affected body part
• difficulty sleeping

There's no single test for complex regional pain syndrome (CRPS). It's usually diagnosed by ruling out conditions with similar symptoms. 

Some of the tests you may have to rule out other conditions can include: 

• blood tests
• MRI scan
• X-rays
• physical examination

CRPS often gradually improves over time. But some people with CRPS experience pain for many years. 

Support strategies or treatments may include 

• advice to help manage the condition
• physical rehabilitation
• pain relief
• psychological support

If your child’s condition or diagnosis has an impact on their learning and education, we would advise requesting a meeting with their school. 

The meeting should be used to talk about your child’s needs and behaviours and agree a plan around supporting and managing them. 

This type of planning could come under SEND support planning in mainstream schools, known as the graduated approach. 

You could also consider an Individual Health Care Plan (IHCP)to manage any medical needs. 

If you feel that your child's needs were above what can be met in mainstream under SEND support, you could apply for an EHC needs assessment that may then lead to an Education, Health and Care Plan (EHCP). 

If there is already an EHCP in place, this type of planning could be used during the next review of the plan. 

Leeds Sendiass are not responsible for the content of sites or services offered by third parties.

• NHS

Information and advice about CRPS symptoms, diagnosis and treatment  

• Royal Pain Society

Research and information about pain and pain management.


• Burning Nights CRPS Support

Support for those affected by CRPS. 

Dyscalculia is a difficulty in understanding numbers and mathematics. 

It's a specific learning difficulty, which means it causes problems with certain abilities used for learning, related to numbers and mathematics. 

It can often occur with one or more conditions such as dyslexia, dyspraxia or ADHD/ADD. 

Symptoms may include:

• Have difficulty counting backwards.
• Have a poor sense of number and estimation
• Have difficulty in remembering ‘basic’ facts, despite many hours of practice/rote learning
• Be slower to perform calculations
• Forget mathematical processes
• Avoid tasks that are perceived as difficult and likely to result in a wrong answer
• Have weak mental arithmetic skills
• Have high levels of mathematics anxiety

Dyscalculia is difficult to identify via a single diagnostic test. 

Diagnosis and assessment should use a range of measures to identify which factors are creating problems for the learner. 

Testing can take place online, but an individual person-to-person diagnostic or clinical interview is recommended. 

Dyscalculia is a specific learning disorder, which means it only affects how children learn math. A child with dyscalculia may do well in other subjects like English or History. 

Support strategies may include 

• adjustments to learning resources
• additional time to process numbers and calculations
• support with emotional wellbeing and self esteem

If your child’s condition or diagnosis has an impact on their learning and education, we would advise requesting a meeting with their school. 

The meeting should be used to talk about your child’s needs and behaviours and agree a plan around supporting and managing them. 

This type of planning could come under SEND support planning in mainstream schools, known as the graduated approach. 

If you feel that your child's needs were above what can be met in mainstream under SEND support, you could apply for an EHC needs assessment that may then lead to an Education, Health and Care Plan (EHCP). 

If there is already an EHCP in place, this type of planning could be used during the next review of the plan. 

Leeds Sendiass are not responsible for the content of sites or services offered by third parties.

• British Dyslexia Association

Information about Dyscalculia symptoms and diagnosis  

• The Dyslexia Association

Definition of Dyscalculia.


• Child Mind Institute

Information and advice about Dyscalculia. 

Dyslexia is a common learning difficulty that can cause problems with reading, writing and spelling. 

It's a specific learning difficulty, which means it causes problems with certain abilities used for learning, such as reading and writing. 

Signs of dyslexia usually become apparent when a child starts school and begins to focus more on learning how to read and write. 

Symptoms may include:

• read and write very slowly
• confuse the order of letters in words
• put letters the wrong way round
• have poor or inconsistent spelling
• understand information when told verbally, but have difficulty with information that's written down
• find it hard to carry out a sequence of directions
• struggle with planning and organisation

If you think your child may have dyslexia, the first step is to speak to their teacher or their school's special educational needs co-ordinator (SENCO) about your concerns. 

You and/or the school may then want to consider requesting a more in-depth assessment from a specialist dyslexia teacher, educational psychologist or private dyslexia organisation. 

If your child has dyslexia, they may need some extra educational support from their school or setting to support their learning. 

Support strategies may include 

• adjustments to learning resources
• additional time to process numbers and calculations
• support with emotional wellbeing and self esteem

If your child’s condition or diagnosis has an impact on their learning and education, we would advise requesting a meeting with their school. 

The meeting should be used to talk about your child’s needs and behaviours and agree a plan around supporting and managing them. 

This type of planning could come under SEND support planning in mainstream schools, known as the graduated approach. 

If you feel that your child's needs were above what can be met in mainstream under SEND support, you could apply for an EHC needs assessment that may then lead to an Education, Health and Care Plan (EHCP). 

If there is already an EHCP in place, this type of planning could be used during the next review of the plan. 

Leeds Sendiass are not responsible for the content of sites or services offered by third parties.

• NHS

Information and advice about Dyslexia  

• British Dyslexia Association

Information, advice and support for Dyslexia  

• The Dyslexia Association

Information, advice and support for Dyslexia  

• Dyslexia Alliance Yorkshire

Support network offering advice, assessments and teaching services for Dyslexia  

• Dyslexia Assist

Information and advice about dyslexia, written by parents for other parents  

• Yorkshire Rose Dyslexia

Support for those with dyslexia and their families. 

• Continuum of Provision for SpLD (Dyslexia)

Documents to support SENCos & teachers to develop provision for pupils with SpLD (dyslexia) along a continuum of need. 

Developmental co-ordination disorder (DCD), also known as dyspraxia, is a condition that affects physical co-ordination. 

It causes a child to perform less well than expected in daily activities for their age, and appear to move clumsily. 

It is thought to be around 3 or 4 times more common in boys than girls, and the condition sometimes runs in families. 

DCD can cause a wide range of difficulties. Some may be noticeable at an early age, while others may only become obvious as your child gets older. 

Symptoms may include:

• delays in reaching normal developmental milestone
• unusual body positions (postures) during their 1st year
• difficulty playing with toys that involve good co-ordination
• difficulty learning to eat with cutlery
• walking up and down stairs
• writing, drawing and using scissors
• getting dressed, doing up buttons and tying shoelaces
• keeping still
• appear awkward and clumsy, bumping into objects, dropping things and falling over a lot
• difficulty concentrating
• difficulty following instructions and copying information
• being poor at organising themselves and getting things done
• being slow to pick up new skills
• difficulty making friends
• behaviour problems – often stemming from a child's frustration with their symptoms

If you're concerned about your child's health or development, you can talk to your GP or health visitor. 

You could also speak to your child's teacher or the special educational needs co-ordinator (SENCO) at your child's school. 

They can then be referred to an appropriate health care professional for assessment. 

If your child has DCD, they may benefit from some extra educational support from their school or setting. 

Support strategies or treatments may include 

• adjustments to equipment and resources
• additional time to complete tasks
• support around emotional wellbeing and self esteem
  

If your child’s condition or diagnosis has an impact on their learning and education, we would advise requesting a meeting with their school. 

The meeting should be used to talk about your child’s needs and behaviours and agree a plan around supporting and managing them. 

This type of planning could come under SEND support planning in mainstream schools, known as the graduated approach. 

If you feel that your child's needs were above what can be met in mainstream under SEND support, you could apply for an EHC needs assessment that may then lead to an Education, Health and Care Plan (EHCP). 

If there is already an EHCP in place, this type of planning could be used during the next review of the plan. 

Leeds Sendiass are not responsible for the content of sites or services offered by third parties.

• NHS

Information and advice about DCD. 

• Dyspraxia Foundation

Information, advice and support for DCD. 

• British Dyslexia Association

Definition of DCD. 

Foetal alcohol syndrome is the name for various problems that can affect children if their mother drinks alcohol in pregnancy. It affects the developing brain and body of an individual before they are born. FASD is a lifelong, neurodevelopmental condition, often referred to as a hidden disability. 

FASD is a spectrum and each person with FASD is affected differently. Not all symptoms and effects are visual, so it is often considered a hidden disability. 

Symptoms may include:

• a head that's smaller than average
• poor growth
• distinctive facial features
• learning difficulties
• problems with the liver, kidneys, heart or other organs
• hearing and vision problems

Speak to a GP or health visitor if you have any concerns about your child's development or think they could have foetal alcohol syndrome. 

Your child may be referred to a specialist team for an assessment if there's a possibility they have the condition. This usually involves a physical examination and blood tests to rule out genetic conditions that have similar symptoms to foetal alcohol syndrome. 

These symptoms of Foetal Alcohol Syndrome are permanent, but early support can help to limit their impact on an affected child's life. 

They may also benefit from some extra educational support from their school or setting. 

If your child’s condition or diagnosis has an impact on their learning and education, we would advise requesting a meeting with their school. 

The meeting should be used to talk about your child’s needs and behaviours and agree a plan around supporting and managing them. 

This type of planning could come under SEND support planning in mainstream schools, known as the graduated approach. 

If you feel that your child's needs were above what can be met in mainstream under SEND support, you could apply for an EHC needs assessment that may then lead to an Education, Health and Care Plan (EHCP). 

If there is already an EHCP in place, this type of planning could be used during the next review of the plan. 

Leeds Sendiass are not responsible for the content of sites or services offered by third parties.

• NHS

Information and advice about Foetal Alcohol Spectrum Disorders (FASD). 160; 

• National FASD

Advice and support for those diagnosed with FASD and those that care for them. 

• FASD network UK

Organisation providing information, training and raising public awareness about FASD across the Northern regions of the UK. 

• FASD Hub - Adoption UK

Information about FASD and support links. 

• Adoption UK

An insight into FASD