Most children are energetic, distractible or impulsive from time to time, especially when they’re tired, hungry or overstimulated. However, when these behaviours are persistent, show up across more than one setting (like home and school) and start interfering with learning, routines or relationships, it may be a sign of ADHD.

ADHD is a common neurodevelopmental condition marked by ongoing patterns of inattention, hyperactivity and impulsivity that can affect a child’s day-to-day functioning and development. It is often diagnosed at school-going age, typically around six, and may continue well into adulthood.

According to Dr Doshen Naidoo, Paediatrician at Mediclinic Pietermaritzburg, “Distinguishing between spirited normal childhood behaviour and ADHD normally come down to three main factors: frequency, intensity and impact. Most children will have moments of distraction or high energy, but children with ADHD experience these symptoms consistently across multiple environments for a period of at least six months.”

When it’s more than just a phase

A common misconception that delays support is the belief that a child will simply outgrow it, or that the issue is teacher or school specific. Some families may also resist intervention due to fears that medication will cause dependency or may affect the temperament of their child.

However, Dr Naidoo notes that concern often becomes more apparent when a teacher flags that a child is not achieving their full academic potential. This is typically noted alongside difficulty completing tasks timeously or neatly, excessive fidgeting, or classroom disruption. In these cases, a professional assessment is advised, particularly because specific learning disorders can present with similar symptoms.

The cost of missing ADHD

When ADHD is left undiagnosed, children can fall into a cycle of failure. This is where neurobiological challenges are mistaken for character flaws such as laziness, stubbornness or defiance. Over time, children may internalise these labels, which can affect learning, social connection and overall emotional wellbeing.

Children may miss key information. This can include struggling to follow directions and leaving tasks incomplete, or to an increased risk of grade failure, disciplinary action and disengagement from school. Socially, impulsivity and difficulty regulating behaviour in real time can lead to peer rejection, isolation, or conflict at home. Emotionally, the cumulative impact of repeated correction and shame can contribute to anxiety, depression and risky coping behaviours later on.

Why early support matters

Early diagnosis and support can be powerful because it creates a “window of opportunity” — allowing families and educators to intervene before patterns become deeply ingrained. Early identification can protect self-esteem, improve parent-child relationships by shifting responses from punishment to supportive strategies, and reduce the risk of mental health complications down the line.

It also helps children build the executive functioning skills they need as schoolwork becomes more complex, while improving the chances of healthier peer relationships and more consistent classroom success.

What an ADHD assessment involves

This is not a single test, but a comprehensive clinical evaluation. Families can start by speaking to a paediatrician or GP with an interest in ADHD, who can screen and refer when needed.

A thorough evaluation may include:

• Clinical interviews with caregivers and direct observation of the child

• Rating scales completed by parents and teachers (to assess symptoms at home and school)

• A medical examination to rule out other causes (such as hearing/vision problems, thyroid issues or sleep disorders)

• Review of school reports and teacher feedback (as symptoms must appear in more than one setting)

• Optional psychometric testing to identify learning disorders that may contribute to difficulties

An official diagnosis may be made by specialists, including a child psychiatrist, paediatrician, clinical or educational psychologist, or a paediatric neurologist in special cases.

The role of schools and teachers

Teachers are often the first to notice when behaviour differs from peers in intensity and frequency, particularly in the structured classroom environment. Schools can play an important role in gathering information for clinicians and putting supportive strategies in place.

Practical classroom approaches may include seating adjustments to reduce distractions, movement breaks, sensory tools, breaking tasks into smaller chunks, using visual aids, and giving concise instructions backed up in writing. Teachers can also protect a child’s self-esteem through positive reinforcement, private redirection and stigma-reducing classroom culture. Where appropriate, schools may facilitate exam accommodations such as extra time or quieter venues.

Reassurance for parents

Dr Naidoo emphasises that feeling anxious, guilty or overwhelmed after a diagnosis is normal - but a diagnosis does not change who a child is.

“A diagnosis is not a label that limits a child, it’s a map that helps explain how their world works,” he says.

He concludes that ADHD is a “performance gap”, not a reflection of intelligence, and that support can unlock a child’s strengths. A formal diagnosis can also open doors to support such as school concessions, medical aid benefits, and specialised therapies.

Most importantly, early identification can help prevent years of learned helplessness and low self-esteem. With the right support, children with ADHD can thrive, at school, at home and in their relationships.

“School readiness is important, and every parent wants to feel confident that their child can handle Grade R. But when we focus too much on preparing for the next step, we risk missing something essential. Children don’t get ready for school by feeling pressured. They get ready by feeling like they belong.

“Long before a child can hold a pencil, recognise sight words or count with confidence, they are learning something more important. They are learning who they are in the world. They are discovering if they are safe. They learn if their voice matters. They discover whether trying is worthwhile and whether mistakes are something to fear or simply part of learning.

Those early messages shape how a child enters every later learning space. Dibber’s pedagogical framework is grounded in this understanding: childhood has intrinsic value, children should feel seen and respected, and strong early relationships lay the foundation for later learning.

“Too often, readiness is reduced to a checklist of academic markers. But true readiness encompasses more: a child may recite numbers but feel unsure in groups, know letters yet struggle to separate from a parent, or have difficulty recovering after disappointment, expressing needs, or joining play. Readiness is not just academic knowledge - it is also about emotional and social confidence.

“When children experience warmth, predictability and emotional safety, they are far more able to engage with learning. Dibber’s framework makes this clear: children learn best when they feel safe, valued and encouraged to explore, and when care, play, and learning are interwoven throughout the day. It describes a “Heart Culture” as a positive atmosphere where everyone is included and cares for one another - an environment where children know they belong and can be themselves.

“This foundation of emotional safety, belonging, and confidence, is not optional. It is the very heart of real life school readiness.

“When children feel supported, they are more likely to take risks, ask questions, keep going, solve problems, and bounce back when things don’t work out. (Hofmeyr, 2023) These skills are what matter most in school, not making children perfect, but helping them become capable.

“Grade R builds readiness for formal learning - ability to follow instructions, listen, notice patterns, communicate, manage emotions, and participate confidently. With these foundations, children don’t just cope in Grade R and 1; they settle and engage.

“Readiness forms in small moments before school starts: a warm welcome, an educator kneeling to listen, encouragement to solve problems, being taken seriously, and hearing through words and actions that they are valued. Dibber’s approach confirms that children’s worth is not tied to performance. Praise based only on success may teach children that their value depends on outcomes.

“That is a dangerous lesson to teach.

“This isn’t about lowering expectations, but understanding what real preparation looks like.

Dibber’s Nordic approach emphasises the whole child, social, emotional, cognitive, and physical - beyond academics. It is play-based, interactive, and rooted in mastery. 

Children can wonder, move, collaborate, experiment, and build confidence through meaningful experiences. The framework supports overall development, fosters confidence and social capability, aligns with children’s natural pace, and reduces early stress.

“This is important because school isn’t just about learning facts. It’s also about building relationships, routines, problem-solving, resilience, and self-confidence. A child who gains these skills through play, connection, and guided exploration doesn’t fall behind - they arrive stronger. They listen better because they feel safe, join in because they feel included, and keep trying because they’ve already felt the satisfaction of mastering small things every day.

“Real school readiness means creating conditions where learning can grow. It involves providing children, before formal schooling, with loving guidance from emotionally aware adults, space to play, rich language experiences, opportunities for independence, and a strong sense of belonging. These are the essentials that foster true school readiness.

“When we offer children these things, we aren’t holding them back. We’re helping them become ready.

“The strongest foundation for future learning is not pressure, but inner security and belonging: knowing 'I am safe here, valued here, and ready to begin'. This is the heart of real life school readiness.”

References

Hofmeyr, H. (2023). Socio-emotional skills at school entry boost early learning outcomes in South Africa. PEP. https://www.pep-net.org/findings/socio-emotional-skills-school-entry-boost-early-learning-outcomes-south-africa

(n.d.). Dibber Preschool Curriculum | Nordic Curriculum. Dibber. https://www.dibber.in/our-curriculum 

“As parents, we spend a lot of time thinking about the 'big' milestones: first steps, first words, first day of school. But the truth I’ve come to appreciate most is that the biggest foundations are laid long before the first school uniform is ironed. Early childhood development and early learning may look like play, stories, messy art and snack-time routines, but they are doing something profound: shaping how a child learns, relates, copes, and grows for years to come.

“That’s why the lead-up to Grade R matters so much. Grade R is often seen as a simple bridge into “real school”, but it is more accurately the start of the Foundation Phase journey - the stage where children begin to apply early skills in more structured ways. Grade R lays down readiness for formal learning: the ability to follow instructions, listen and respond, recognise patterns, communicate clearly, manage emotions, and participate confidently in a group. When those building blocks are in place, children don’t just cope in Grade R and Grade 1; they settle and engage.

“Before children reach Grade R, they are already building their learning identity. In the early years, a child’s brain develops at an extraordinary pace. In fact, in the first five years, a child’s brain forms more than a million neural connections every second.

“Their environment, relationships and daily experiences influence everything from attention and memory to emotional regulation and confidence. At Dibber International Preschools, we often remind families that early learning is not about rushing academics - it’s about nurturing the whole child so they arrive at Grade R ready in every sense: cognitively, socially, physically, and emotionally.

“This resonates because children don’t learn in compartments. A child’s school readiness isn’t only about knowing letters or numbers. It’s being able to wait a turn, express frustration without melting down, ask for help, try again after a mistake, and feel safe in a classroom environment. These are life skills, and they start early.

“One of the most powerful gifts we can give children in the years leading up to Grade R is a positive relationship with learning. When learning is playful, child-centred and encouraging, curiosity becomes a habit. Children begin to associate discovery with joy rather than pressure. This is crucial because the Foundation Phase demands sustained engagement: listening to stories, exploring early literacy, developing number sense, and gradually building stamina for classroom routines.

“At Dibber, this is supported through a balanced rhythm of structured activities and meaningful free play. Children are guided gently, but they are also given space to try, experiment, negotiate, and explore. We don’t just teach children to learn - we teach them to love learning. Our educators nurture curiosity, confidence, and emotional resilience through a blend of structured rhythm, free play, and heart-led care.”

“In practical terms, what does that mean for the child heading towards Grade R?

“It means language is built through rich conversations, storytelling, singing, and active listening - the foundations of reading and writing later. It means early numeracy develops through everyday play: sorting, building, comparing, counting, pattern-making, and problem-solving. It means fine motor skills are strengthened through cutting, drawing, threading and painting - the muscles needed for handwriting and classroom tasks. It also means gross motor development is prioritised through movement, climbing, balancing, and outdoor play, supporting physical confidence, coordination, and attention.

“Perhaps most importantly, it means social and emotional development is intentionally nurtured. In the years before Grade R, children are learning how to be with others: how to share, cooperate, resolve conflict, and build friendships. These experiences shape their sense of belonging. When children feel emotionally secure, they are more able to focus, participate and take healthy risks in learning.”

https://www.dibber.co.za/