@lizzard@adhd so much will be down to their teacher and their school. Your conversations start now and they won’t end, so strap in for the long haul.
For our oldest, medication helps a little, but there are many additional accommodations also needed (there’s autism and trauma in the mix) and of course every kid’s unique. My advice is keep notes and records of everything that’s discussed/tried. Over time a workable plan based on those notes may come together, but without them it’s unlikely.
It could end up as a wealth of info for you in any number of alarmingly large settings: government support, healthcare, joining specialist extra-curricular groups, etc.
But more regularly and more close to home, it'll help HUGELY in the transitions which happen even within school. When the new teacher comes along next (or every!) year, there's a solid record that everyone can look at and agree on. It's not just in your or their heads.
@lizzard@adhd ...It may even be (as has sadly been the case with us) that you end up creating a record of things which were requested but not delivered. It feels a bit rubbish to build such an archive of disappointing paperwork, but gradually it can add weight to your case, particularly with other organisations.
"We've been asking for X for years, look! It hasn't been delivered because you didn't think it was necessary, but here we are again in yet another meeting... Can we try it, now?"
@lizzard@adhd We switched to home schooling. Probably not what you want to hear, but we never found a solution for school, and she's much happier now.
We were told to get a 504 plan (in the US), but that wasn't as straightforward as it first sounded, so it may come down to how your school handles it.
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