My child’s teacher raised attention concerns. What should I do next?

A teacher mentioning ADHD or difficulty concentrating can leave you worried and unsure what to do. Treat the conversation as a reason to understand your child’s experience more carefully—not as a diagnosis or a judgement about your parenting.

By MY Psychology KK · Published 8 October 2026

Prepared with AI assistance using the sources and clinic information linked below. This guide provides general information and does not replace an individual professional assessment.

Ask what the teacher has actually noticed

Begin with specific observations rather than a label. “Does not pay attention” could describe several different classroom situations. Ask for an example: missing part of an instruction, leaving a task unfinished, interrupting, or struggling during a particular lesson.

• When does it happen, and how often? Is it recent or something the teacher has noticed over time?
• Does it occur across subjects, or mainly during reading, writing or another activity?
• What is the effect on learning, friendships or participation?
• When does your child manage well, and what support has already helped?

A classroom concern does not establish ADHD

The CDC’s explanation of ADHD diagnosis says there is no single test that diagnoses ADHD. Sleep problems, anxiety, depression and some learning difficulties can have similar symptoms. A professional considers the wider picture, including information about a child’s behaviour in different settings.

That is why a teacher’s observations are valuable information to bring to a consultation, rather than a conclusion you must accept or dismiss. Avoid using an online checklist to settle the question.

Gather a small set of useful examples

Write a brief note about what you and the teacher have seen. Include situations where your child does well, not only difficulties. A few clear examples are more useful for a first conversation than a long list of labels.

• Note the activity, what happened and what help was offered. For example: “During homework, needed the instruction repeated; started after we broke it into two steps.”
• Record when you first noticed the concern and whether anything important changed around that time.
• Mention relevant sleep, health, language or learning concerns to the professional. Ask whether medical, hearing or vision checks are appropriate.
• Ask whether school feedback, previous reports or samples of schoolwork would be useful to bring.

Include your child without making them feel tested

Choose a calm moment to ask how school feels from their point of view. You might ask which tasks feel easy, which are confusing, and what they wish adults understood. Avoid promising that an appointment will prove or disprove ADHD.

Before booking, ask the clinician how to explain the visit in a way that suits your child’s age. Also ask who should attend and how parent and teacher information will be gathered and shared.

Discuss support while you clarify the concern

You can ask the teacher about a small classroom adjustment and how to review whether it helps. For example, discuss whether a brief check that instructions were understood would be suitable. Agree on one clear aim, such as starting classwork with less repeated prompting, rather than trying to change everything at once.

These are discussion prompts, not a treatment plan. The school and professional can help tailor support to your child. If difficulties are affecting learning or wellbeing, arrange a professional discussion rather than waiting for a particular label.

Choosing the next appointment in Kota Kinabalu

MY Psychology KK’s child and family support page describes support for emotional, behavioural and learning needs. A question about diagnosis follows the assessment pathway. When enquiring, give your child’s age and the teacher’s main concern; ask which first appointment is appropriate.

Our centre is in Penampang, Sabah. Confirm the proposed assessment scope, fees, parent involvement and any report requirements before proceeding. Read what happens in a psychological assessment for the broader process.

Sources and further reading

• CDC: Diagnosing ADHD
• MY Psychology KK: child, teen and family support

The CDC describes clinical principles in a US context. Its school-service and referral arrangements do not apply automatically in Sabah. The conversation examples above are preparation suggestions, not diagnostic criteria.