ADHD: 8 Questions to Ask at Parent-Teacher Conferences

Parent-teacher conferences offer a great opportunity for you to learn about your child’s academic progress, classroom behavior, and overall school performance. If your child has Attention Deficit Hyperactivity Disorder (ADHD), these meetings can be especially valuable for learning how attention, organization, time management, and executive functioning challenges may be affecting their overall performance in school.

Children with ADHD often struggle with staying focused, following directions, completing homework assignments, and managing materials. While some students with ADHD perform well academically, others may have difficulty demonstrating their knowledge due to their challenges with executive functioning and focus.

Asking the right questions during parent-teacher conferences can help you better understand your child’s strengths and weaknesses, learn about areas where additional support may be needed, and identify the support they may need to succeed.

Below are some important questions you should consider asking your child’s teacher.

1. Questions to Ask About ADHD and Attention in the Classroom

Challenges with sustaining attention are among the most common difficulties that children with ADHD experience. Some students may become easily distracted by classroom noises, while others may have trouble maintaining their focus during independent work or long lessons.

You may want to ask your child’s teacher:

• Does my child have trouble paying attention during lessons?
• Are there certain subjects or activities during which my child loses focus?
• Does my child often need reminders to stay on task?
• Which strategies have been effective in helping my child stay focused?

Understanding when and why your child struggles with focusing can help you and their teacher determine the best strategies for improving their classroom engagement. These techniques might include preferential seating, movement breaks, visual reminders, or breaking longer assignments into smaller, more manageable steps.

Read about the signs your child may be struggling in school and how to help at 10 Signs Your Child Is Struggling in School and May Need Help – EBL Coaching.

2. Questions About Organization, Time Management, and Executive Functioning

Many students with ADHD struggle with executive functioning skills, including planning, organization, time management, task initiation, working memory, and self-monitoring.

These challenges can make it difficult for students to manage their assignments, keep track of their school materials, estimate how long tasks will take, and complete their homework on time.

Questions you might want to ask include:

• Does my child consistently write down their homework assignments?
• Does my child often misplace papers, books, or other materials?
• Does my child complete assignments within the allotted time?
• Is my child able to manage multi-step assignments?

If your child’s teacher identifies challenges in these areas, you may want to consider implementing organizational systems such as color-coded folders, planners, assignment checklists, and structured homework routines.

Executive functioning coaching can also help children develop planning, organization, and time management skills, all of which are essential for success in school.

Read more about the executive functioning skills students need to succeed in school at Executive Functioning Skills Every Student Needs This School Year – EBL Coaching.

3. Questions About Homework, Classwork, and Academic Progress

Students with ADHD are often bright and understand academic concepts. However, they may struggle to complete their assignments, follow through on tasks, or demonstrate their knowledge.

One child, for example, might participate actively in classroom discussions but neglect to finish their writing assignments. Another student may understand math concepts but score poorly on tests due to careless errors.

Consider asking your child’s teacher:

• Is my child completing homework consistently and turning it in on time?
• Does my child understand the material being taught?
• Are incomplete assignments affecting my child’s grades?
• Does my child rush through assignments and make careless errors?
• Is there a difference between my child’s understanding of concepts and their written performance?

These questions can help determine whether your child’s academic challenges are primarily related to attention and executive functioning or whether additional learning challenges may also be present.

Because ADHD can coexist with learning disabilities, persistent challenges with reading, writing, or math may warrant further evaluation.

4. Questions About Following Directions and Working Memory

Following multi-step directions can be difficult for children with ADHD, especially those who struggle with working memory.

Working memory is the ability to temporarily hold and manipulate information. Students with weak working memory might forget instructions, skip important steps, or become easily overwhelmed when given multiple directions at once.

Questions to ask your child’s teacher include:

• Can my child follow multi-step directions?
• Does my child frequently need instructions to be repeated?
• Does my child start assignments independently?
• Does my child forget what they are supposed to do after beginning a task?
• Would written instructions or visual checklists be helpful for my child?

Your child’s teacher may be able to implement strategies such as providing written directions, asking your child to repeat instructions, or breaking down complex tasks into smaller, more manageable steps.

These techniques can help students with ADHD become more independent and successful in school.

5. Questions About Social Skills and Emotional Regulation

ADHD can affect more than academic performance; some children with ADHD also struggle with impulsivity, emotional regulation, frustration tolerance, and social relationships.

Certain children, for instance, might interrupt classmates, have difficulty waiting their turn, or become easily frustrated when an assignment feels challenging. Other children may seem quiet or withdrawn, particularly if they feel discouraged by their academic struggles.

Consider asking your child’s teacher:

• How does my child interact with peers?
• Does my child have trouble controlling impulses?
• How does my child behave when frustrated?
• Have you noticed signs of anxiety or low self-esteem?

Understanding your child’s social and emotional experiences at school can help you identify areas where additional tools or support may be helpful.

6. Questions About ADHD Accommodations and Classroom Strategies

During parent-teacher conferences, you can learn which strategies are already being used to help your child succeed.

Children with ADHD have different strengths and needs, so an approach that works well for one student might not work as well for another.

Questions to ask the teacher include:

• Which classroom strategies have helped my child stay focused?
• Does my child benefit from movement breaks or preferential seating?
• Are visual schedules or written reminders helpful for my child?
• Does my child respond well to positive reinforcement?
• Which accommodations or supports might help my child?

If your child has an Individualized Education Program (IEP) or 504 Plan, you should discuss with their teacher whether the accommodations and services outlined in the plan are being implemented consistently and whether they seem to be effective for your child.

A parent-teacher conference doesn’t replace a formal IEP or 504 meeting, but it can help identify concerns that should be addressed by the appropriate school team.

Read more about ADHD tutoring in NYC and executive functioning support at Best ADHD Tutors in NYC for Executive Functioning & Academic Support.

7. What Can We Do at Home to Reinforce Classroom Success?

Having consistency between home and school can be particularly helpful for children with ADHD.

If you use similar strategies at home to those being used at school, your child might find it easier to maintain routines, work on their organizational skills, and manage their academic responsibilities.

Consider asking your child’s teacher:

• Which skills should I reinforce at home?
• How can I help my child become more independent with assignments?
• Would a daily or weekly assignment checklist be helpful?
• How can I reinforce organizational strategies you are using in the classroom?
• How should I communicate with you about missing homework or academic concerns?

You can support your child with ADHD by setting predictable homework routines, creating organized workspaces, using visual schedules, and encouraging your child to break down larger assignments into smaller steps.

8. Does My Child Need ADHD Tutoring or Executive Functioning Support?

If your child’s teacher indicates ongoing challenges with focus, organization, homework completion, or academic performance, it may be helpful to look into additional support.

Some students with ADHD benefit from individualized executive functioning coaching, while others may need specialized academic tutoring in reading, writing, or math. Some students may need both academic tutoring and executive functioning coaching tailored to their needs.

Questions to ask might include:

• Which academic or executive functioning skills does my child struggle the most with?
• Are my child’s challenges affecting their performance across multiple subjects?
• Would individualized tutoring be helpful in addressing these challenges?
• When should we meet again to discuss my child’s progress?

Identifying specific areas that your child is struggling with can help you seek the most appropriate interventions for them.

Learn more about executive functioning skills and how they affect children’s learning at What Are Executive Functioning Skills? A Simple Guide for Parents – EBL Coaching.

ADHD Tutoring and Executive Functioning Support in New York City

For families in Manhattan and throughout New York City, parent-teacher conferences can help identify whether your child with ADHD needs additional support with attention, organization, homework completion, or academic skills. If your child understands classroom material but struggles to finish assignments, manage deadlines, or keep track of schoolwork, one-on-one ADHD tutoring may help address these challenges.

At EBL Coaching in Manhattan, we provide one-on-one tutoring to students with ADHD, learning disabilities, autism, executive functioning challenges, and other learning difficulties. Our individualized instruction addresses the specific skills that may interfere with a student’s progress at school.

A student who frequently forgets assignments, for example, may benefit from learning how to use a planner, break larger projects into manageable steps, and establish a consistent system for writing down homework. A student who struggles with written assignments may need direct instruction in brainstorming, outlining, organizing ideas, and editing written work.

Our executive functioning support focuses on skills such as planning, organization, time management, task initiation, and self-monitoring. Students who need additional academic instruction can also receive targeted support in reading, spelling, writing, and math.

Located on the Upper East Side, EBL Coaching works with families seeking ADHD tutoring and academic support in Manhattan and the greater New York City area. Our goal is to help students learn concrete strategies, strengthen academic skills, and become more confident and independent learners.

ADHD Tutoring and Executive Functioning Support in New Jersey

For parents in Bergen County and surrounding New Jersey communities, parent-teacher conferences can reveal that a child with ADHD needs more support than classroom strategies alone are providing. Challenges with keeping track of assignments, following multi-step directions, preparing for tests, or completing homework may indicate a need for additional instruction in executive functioning or academic skills.

EBL Coaching provides individualized one-on-one tutoring in New Jersey to students with ADHD, executive functioning difficulties, autism, learning disabilities, and other academic challenges. Instruction is tailored to each student’s needs, with an emphasis on developing skills that can be applied to everyday schoolwork.

Students who struggle to manage multiple assignments, for example, may benefit from learning how to prioritize tasks, estimate how long work will take, organize materials, and create a manageable study schedule. Students who have difficulty following classroom lessons or completing written work may also benefit from targeted academic instruction in reading, spelling, writing, or math.

Executive functioning coaching can help students develop more effective approaches to planning, organization, time management, task initiation, and independent work. Academic tutoring addresses specific learning needs while reinforcing strategies that help students manage their school responsibilities.

EBL Coaching works with students throughout Bergen County and surrounding New Jersey communities. By addressing the underlying skills that contribute to academic difficulties, we help students work toward greater independence, improved organization, and increased confidence at school.

Frequently Asked Questions About Parent-Teacher Conferences and ADHD

1. What are the most important questions to ask at a parent-teacher conference if my child has ADHD?
During parent-teacher conferences, you should ask questions about your child’s ability to stay focused, finish assignments, follow directions, remain organized, and manage classroom expectations. Ask which strategies have been effective in class and which areas may need additional support or tutoring.

2. What should I do if my child’s teacher says they are easily distracted?
If your child’s teacher says they are easily distracted, ask when these distractions typically occur and how they affect your child’s academic performance. Discuss strategies that can be implemented, such as preferential seating, visual reminders, movement breaks, and breaking down assignments into smaller tasks. You may also want to discuss whether additional executive functioning coaching could help your child develop stronger attention and self-management strategies.

3. Can a child with ADHD also have a learning disability?
Yes. Many children with ADHD also have learning disabilities in reading, writing, and/or math. If your child’s teacher reports consistent academic difficulties despite classroom support, you may want to discuss whether a comprehensive educational evaluation may be beneficial. Identifying coexisting learning challenges can help ensure that your child receives the appropriate instruction and support.

4. Should I discuss my child’s IEP or 504 Plan during parent-teacher conferences?
Yes! Parent-teacher conferences serve as a great opportunity to ask how your child’s accommodations are working in the classroom. Discuss whether your child is receiving the appropriate support outlined in their IEP or 504 Plan and whether this support is helping. If changes are needed, you may want to request a separate meeting with the appropriate school team.

5. How can I help my child with ADHD become more organized?
To help your child become more organized, start by setting up consistent routines and organizational systems. Encourage your child to use a planner, organize their materials into designated folders, and break larger assignments into smaller, more manageable steps. Executive functioning coaching can also provide direct instruction and guided practice in organization, planning, and time management.

6. When should I consider tutoring for my child with ADHD?
You may want to consider additional tutoring for your child with ADHD if they consistently struggle with homework completion, organization, time management, reading, writing, math, or other academic skills. Tutoring may be particularly beneficial when these challenges persist despite in-school strategies and support at home.

7. How often should I communicate with my child’s teacher if they have ADHD?
The ideal frequency of communication with your child’s teacher depends on your child’s needs. Work with your child’s teacher to establish a manageable system for sharing updates about homework and classroom performance.

Helping Your Child With ADHD Succeed Beyond Parent-Teacher Conferences

Parent-teacher conferences serve as an important starting point for understanding your child’s strengths, weaknesses, and academic needs. However, the most meaningful progress often happens when parents, teachers, and educational specialists work together as a team to provide consistent, targeted support.

At EBL Coaching, we specialize in individualized tutoring for students with ADHD, learning disabilities, autism, executive functioning challenges, and academic skills difficulties. With locations in New York City and New Jersey, we help students develop stronger organizational skills, improve their academic performance, and build the confidence they need to excel.

Contact EBL Coaching today to learn more about our specialized ADHD tutoring and executive functioning programs in NYC and NJ.

About the Author

Dr. Emily Levy is the founder and director of EBL Coaching and has more than 20 years of experience helping students develop their academic and executive functioning skills. She has worked with thousands of students with dyslexia, ADHD, learning disabilities, and other academic challenges.
Dr. Levy is the author of the Strategies for Study Success student workbook series, the Flags and Stars Orton Gillingham student workbook program, and the Flags and Stars Multi-Sensory Math student workbook series. She speaks nationally at educational conferences and frequently appears on podcasts as an educational expert. Her expertise has also been featured in publications including Newsweek, Autism Parenting Magazine, The Epoch Times, and Macaroni KID. Read more about Dr. Levy at About Dr. Levy ADHD treatment New York City.