ASSESSMENTS FOR CHILDREN & ADOLESCENTS
For children and adolescents, Attention-Deficit/Hyperactivity Disorder (ADHD) can affect far more than concentration. It may influence learning, organisation, emotional regulation, friendships, confidence and family life, and it does not always present in the ways people expect. Some children are visibly restless or impulsive, while others may be quiet, inattentive, overwhelmed or working hard to mask their difficulties.
Our assessment process is thorough, evidence-based and multidisciplinary, bringing together information from the young person, their family and, where appropriate, their school. We look at developmental history, behaviour across different settings, emotional wellbeing and any other factors that may be contributing to their difficulties. The aim is not simply to reach a diagnosis, but to understand the whole child and provide clear, practical recommendations for home, school and any ongoing support.
ADULT ASSESSMENT
Aged 17.5 or over? Adults follow a separate pathway, open from age 17.5 and run in two stages so that a full diagnostic assessment happens only when it is clinically right for you.
Our adult assessment process is thorough, evidence-based and conducted with discretion, considering developmental history, current functioning and the wider impact on daily life.
WHAT BRINGS FAMILIES TO THE SOKE
Many families come to The Soke because they want to understand why their child may be finding certain aspects of everyday life more difficult than expected. Sometimes concerns are first raised by a teacher; sometimes parents notice patterns at home; and sometimes it’s the young person themselves who feels that something isn’t quite right.
Attention and concentration
Organisation and forgetfulness
Restlessness or hyperactivity
Impulsivity and difficulty managing behaviour
Emotional regulation and frustration
Learning and academic progress
Motivation and completing tasks
Friendships and social relationships
Confidence and self-esteem
Anxiety or feeling overwhelmed
Sensory sensitivities
Difficulties with everyday routines
At The Soke, we do not look at ADHD in isolation
We consider the whole child, including their developmental history, emotional wellbeing, family relationships, learning environment, strengths and challenges. We also explore whether other factors, such as Autism, learning differences, anxiety, sleep difficulties or other emotional and developmental needs, may be contributing to their experiences.
Our aim is not simply to identify or rule out ADHD, but to build a clearer understanding of the young person and provide meaningful, practical recommendations for them, their family and their school.
UNDERSTANDING ADHD
ADHD can present differently from one child to another, and its signs are not always obvious. The following information may help parents and carers understand what ADHD can look like and when an assessment might be helpful.
If you would prefer to speak with someone, our Clinical Triage and Liaison Team will be happy to answer your questions on 020 7139 5051 (Option 1).
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ADHD stands for Attention-Deficit/Hyperactivity Disorder. It is a neurodevelopmental condition that affects how a person regulates attention, activity levels and impulses.
For children and adolescents, ADHD may influence concentration, organisation, behaviour, emotional regulation, learning and relationships.
ADHD is not a reflection of intelligence, parenting or effort. Many children with ADHD are bright, capable and motivated, but may experience difficulties with everyday tasks that seem to come more easily to their peers.
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ADHD is the current diagnostic term, although ADD is still sometimes used informally.
What was previously referred to as ADD is now generally described as ADHD, predominantly inattentive presentation. Children with this presentation may struggle with focus, organisation and following instructions without showing obvious hyperactivity.
This can make their difficulties less noticeable, particularly in a classroom setting.
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ADHD does not look the same in every child. Some are noticeably active or impulsive, while others appear quiet, distracted or lost in thought.
Inattention may present as difficulty following instructions, losing belongings, forgetting tasks, becoming easily distracted, making careless mistakes, struggling to finish schoolwork or appearing not to listen.
Hyperactivity may involve constant movement, fidgeting, excessive talking, difficulty remaining seated or finding quieter activities challenging.
Impulsivity may appear as interrupting others, difficulty waiting, acting without considering consequences or reacting quickly and intensely to frustration.
Many of these behaviours are common in childhood. What matters is their persistence, their impact on the child’s daily functioning and whether they occur across different settings.
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The way ADHD presents can change as a child develops.
Younger children may show more visible restlessness, impulsivity or behavioural difficulties. As children move into adolescence, the challenges may become less obvious and more closely associated with organisation, independent learning, emotional regulation, time management and increasing academic demands.
Some young people perform well at school but expend considerable effort to maintain their performance. Others may experience declining confidence or growing frustration as expectations increase.
Academic achievement alone does not determine whether a young person may have ADHD.
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ADHD is sometimes overlooked in girls, particularly where their difficulties are less disruptive to others.
Some girls experience predominantly inattentive symptoms, such as daydreaming, disorganisation, forgetfulness or difficulty sustaining concentration. Others may work hard to conceal their difficulties, appearing conscientious and capable while experiencing significant anxiety, exhaustion or low self-esteem.
These patterns are not exclusive to girls, but they can contribute to ADHD being recognised later than it might otherwise have been.
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Some children develop strategies to conceal or compensate for their difficulties, particularly in environments where they feel pressure to behave or perform in a particular way.
A child may appear settled and attentive at school but become emotionally overwhelmed at home. Others may rely on perfectionism, excessive effort, copying their peers or avoiding situations they find challenging.
This is sometimes described as masking. It can make underlying difficulties harder to recognise and may contribute to emotional exhaustion and anxiety.
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ADHD can coexist with, or share characteristics with, other developmental and mental health conditions.
These may include Autism, anxiety, depression, learning difficulties, sleep problems, trauma-related difficulties and challenges with emotional regulation.
Similar behaviours can have different underlying explanations. A child struggling to concentrate, for example, may be experiencing ADHD, anxiety, disrupted sleep, a learning difficulty or a combination of factors.
This is why The Soke begins with a broader Neurodevelopmental Screening Assessment rather than assuming that ADHD is necessarily the explanation.
Understanding the full picture helps our multidisciplinary team recommend the most appropriate assessment or support.
THE PATHWAY & FEES
Our ADHD and Autism assessment pathways begin with a Neurodevelopmental Screening Assessment. Educational Psychology assessments follow a separate pathway.
Stage 1 · Neurodevelopmental Screening
Clinical Psychologist or Neurodevelopmental Practitioner · 60 minutes · developmental, emotional and behavioural questionnaires completed in advance by parent/carer, the young person where age-appropriate, and school · relevant school reports and previous professional assessments reviewed · appointment attended by the young person and a parent/carer · recommendation regarding next steps usually provided within approximately 1–2 weeks
£660
Stage 2 · Diagnostic ADHD Assessment (if clinically recommended)
Child & Adolescent Consultant Psychiatrist · 2 hours · DIVA-2 semi-structured diagnostic interview · Conners 4 questionnaires completed in advance by parent/carer, school and the young person where age-appropriate · developmental history, screening information and relevant reports reviewed · findings may also be discussed within the Neurodevelopmental MDT · comprehensive report with recommendations usually within 2–3 weeks
£2,250
Stage 2 · Diagnostic Autism Assessment (if clinically recommended)
Clinical Psychologist and appropriately trained clinicians · ADOS-2 assessment with the young person, approximately 90 minutes · ADI-R developmental interview with parent/carer, approximately 2 hours · findings integrated through multidisciplinary discussion · comprehensive report and individualised recommendations · 60-minute feedback session with the family · report usually within 2–3 weeks
3 hour assessment. See our educational psychology assessment page for more information.
£2,400
EDUCATIONAL PSYCHOLOGY ASSESSMENT
This assessment explores a child’s cognitive abilities and learning profile, identifying strengths, difficulties and practical recommendations to support their educational development.
Educational Psychology Assessment
£1,650
POSSIBLE RECOMMENDATIONS AFTER STAGE 1
Following the Neurodevelopmental Screening Assessment, we may recommend proceeding to a full ADHD assessment, an Autism assessment, or both.
A diagnostic assessment is not always the most appropriate immediate next step. Difficulties with attention, behaviour, emotional regulation, learning or social interaction can have a number of causes, and the screening process helps us understand the broader picture before recommending further assessment.
Depending on the young person’s needs, we may instead recommend therapeutic support, psychiatric input, an Educational Psychology assessment, another specialist assessment, or liaison with school before progressing further.
QUESTIONS ABOUT ASSESSMENT AT THE SOKE
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Prior to the appointment, the practitioner reviews the completed questionnaires from parents or guardians, an educator or teacher and, where the child is aged 8 or above, the child or young person themselves.
During the appointment, the practitioner explores key areas of development including communication, cognitive abilities and social-emotional functioning. They will meet with the child or young person and their parent(s) or guardian(s) to understand their developmental and medical history, strengths, current difficulties and the wider context in which these are occurring.
Following the appointment, the findings are reviewed within our multidisciplinary team which includes Psychiatrists and Psychologists. This allows the young person’s presentation and needs to be considered from different clinical perspectives before the most appropriate next steps are recommended.
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Following the Screening Assessment (Stage 1), the practitioner will usually review the findings with colleagues as part of a multidisciplinary team discussion. Occasionally, further information or questionnaires may be needed from the young person, parents or school to help clarify the overall picture. In some cases, an additional conversation with the young person and/or their parents may also be helpful, particularly where there are other difficulties that overlap with or may be contributing to a neurodevelopmental presentation.
The family will then receive a recommendation letter, usually within 1–2 weeks, summarising the preliminary findings and recommended next steps. Our Clinical Triage and Liaison Team will then contact the family to explain the recommended pathway. This may include progressing to a Stage 2 ADHD assessment, Stage 2 Autism assessment, or both, or accessing other support such as therapy or psychiatric input depending on the young person’s individual needs.
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QbCheck: The young person will be invited to complete a QbCheck, an objective, computer-based assessment that measures attention, impulsivity and activity. It usually takes around 30–45 minutes depending on age.
DIVA-2: This is a semi-structured, 2-hour clinical interview and can be described as a structured and compassionate conversation with the young person and their parent(s) or caregiver(s). It explores their experiences of attention, activity and impulsivity in the context of everyday life, alongside their strengths and areas where additional support may be helpful. The approach is collaborative and aims to understand the young person’s individual experience and needs.
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ADI-R: A 2-hour structured and supportive conversation with parents or caregivers exploring the child or young person’s developmental history and experiences across communication, social interaction and patterns of behaviour.
ADOS-2: A 90-minute assessment involving a range of activities and conversations that allow the practitioner to observe communication and social interaction in an engaging and developmentally appropriate way.
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When the team shares the comprehensive report within 2–3 weeks of the Stage 2 assessment, the team will also offer recommendations for ongoing support for the family to consider (i.e. neurodiversity coaching, parental support, information and appointments to explore an ADHD medication trial and/or therapy).
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We are recognised by Bupa, WPA, Healix and Cigna Insurance. Coverage depends on your individual policy, and neurodevelopmental assessments are often not covered.
We recommend contacting your insurance provider directly to confirm whether your policy covers neurodevelopmental assessments.
SUPPORT FOLLOWING ASSESSMENT
Recommendations are tailored to the individual child or young person and may include psychoeducation, therapy, parent/carer support, ADHD or executive-function coaching, recommendations for school support or reasonable adjustments, further specialist assessment, or psychiatric follow-up including discussion of medication where appropriate.
Psychoeducation
Helping children and their families understand ADHD, recognise individual strengths and challenges, and develop practical ways of managing everyday life.
ADHD or executive-function coaching
Age-appropriate support to develop practical skills in organisation, planning, time management, attention and independent learning.
Therapy
Individualised psychological support for difficulties such as anxiety, low self-esteem, emotional regulation, frustration and relationships.
School support & reasonable adjustments
Practical recommendations for learning and classroom adjustments, with school liaison where appropriate and agreed.
Parent/carer support
Guidance to help parents understand their child’s needs, manage everyday challenges and create a more supportive and predictable home environment.
Psychiatric follow-up & medication
Specialist review to consider whether medication may be appropriate, with individualised treatment planning and ongoing monitoring where indicated.
HOW THE SOKE CAN HELP
The Soke supports children and adolescents experiencing difficulties with attention, behaviour, learning, emotional regulation or relationships, whether ADHD is suspected, already diagnosed or only one of several possible explanations.
We work with young people and their families to identify the most appropriate route to understanding their needs, drawing on expertise in psychiatry, psychology, neurodevelopmental assessment and educational psychology. Where further support is needed, our multidisciplinary team can recommend a coordinated approach that considers the child’s wellbeing at home, at school and as they develop.
Next step
Contact our Clinical Triage and Liaison Team on 020 7139 5051 or referrals@thesoke.uk. The team can talk through your child’s needs, explain the different assessment pathways and help determine the most appropriate starting point.
We are recognised by Bupa, WPA, Healix and Cigna Insurance.