AuDHD is a term used to describe individuals who are both autistic and have attention deficit hyperactivity disorder (ADHD). As awareness grows, so does the need for clear, practical guidance for those caring for and educating children who experience this unique combination of neurodivergence. In this blog post, we’ll explore how autism and ADHD can interact with each other, how it impacts children in their daily lives at home and school, and actionable ways to provide support.

When you are beginning your journey of understanding a child’s neurodivergence it can be disheartening to think about them as having deficits. To help this feel more manageable and empowering, it can be useful to shift from a medical-model lens to a neurodiversity-affirming lens. The medical model uses deficit-based language and often leads to children being negatively labelled and categorised. A neurodiversity-affirming perspective recognises the whole child and highlights their strengths and appreciates that the challenges and difficulties they face are often because of rigid and inflexible systems and environments.

A simple way to begin this shift is to begin using neuro-affirming language, for example you can describe your child as “having autistic or ADHD traits” rather than “suffers from autism/ADHD”. This simple change in language helps to move away from stigmas and stereotypes towards a more understanding and accepting mindset where differences are seen as natural. For more examples of neuro-affirming language swaps, visit this webpage created by Family Action.

Understanding AuDHD

As mentioned at the beginning of this blog, AuDHD is shorthand for “Autism and ADHD,” describing people who meet criteria for both conditions. Autism is characterised by differences in communication and interaction, sensory processing, and repetitive behaviours. ADHD typically involves difficulty with attention regulation, impulse control, and hyperactivity. AuDHD is often underdiagnosed, as symptoms can overlap or mask each other.

A helpful picture of this is the Intersection of Autism and ADHD diagram from the Association for Autism and Neurodiversity (AANE): a Venn diagram setting autistic traits (such as thriving with routine, sensory issues, and differences in reciprocal communication) alongside ADHD traits (such as thriving with multitasking, restlessness, and differences in time perception), with shared and overlapping traits in the middle.

When these two neurodivergent profiles co-occur in one person, they can often feel contradictory with one another.

The need to maintain routine to feel grounded while also feeling impulsive can be confusing for any AuDHD person, regardless of age.

Below, we will explore five traits of AuDHD from the diagram above and discuss how they can present in both home and school environments and share strategies to support children in each setting. Since this article is discussing primary aged children, it is important to remember that they are only on the beginning of their learning journey and have not had the time to understand what adjustments they need. As the adults in their life, it is our job to maintain a calm, patient and understanding attitude, and create and adapt environments to meet the needs of the children, not to force children to comply with the environment. Using this perspective, the suggestions in this article focus on how adults can help and environmental adaptations that can support children to thrive.

It is important to note that the profiles and experiences of AuDHD people vary greatly and the examples in this blog post may not reflect your child’s exact characteristics and/or experiences. If you would like specific, individualised support for your child, please get in touch to arrange a session with one of our SEND specialists.

Five AuDHD traits at home and at school

Fidgeting

At homeFrequently gets up during mealtimes. Adult adaptation: allow your child to have a snack before dinner and serve a slightly smaller portion size so they do not need to sit for so long to finish their food; offer a restaurant style approach to mealtimes and take a break after each course. Environmental adjustment: find different seating options - a TheraBand around the legs of the chairs or add a wobble cushion.

At schoolAsks to go to the toilet multiple times during a lesson. Adult adaptation: get to know your student’s signals that show they need a break and proactively offer them a chance to either go to the “regulation station” or give them a task that requires them to take a walk; include movement breaks in your lesson plan for the whole class. Environmental adjustment: create a regulation station with fidget toys and movement break cards to help children higher and lower their energy levels.

Difficulty with task initiation

At homeNot cleaning their bedroom when asked. Adult adaptation: break the task into manageable chunks for example “please put your clean clothes away and your dirty clothes in the laundry basket”, complete that task then move on to the next - you can do this with your child or help them make a list so they can complete it independently. Environmental adjustment: have clear “homes” for your child’s belongings, you can label different areas (i.e. clothes bins with specific clothing items; shelf near the door for frequently used items like headphones or keys).

At schoolNot completing classwork after several reminders. Adult adaptation: use a task checklist to help break the work into clear steps. Review the steps as a whole class and with individual students. Some students may need more visual representations than others. Environmental adjustment: ensure your student’s workstation is clear and the tools they need to complete the work are readily available.

Tactile processing differences

At homeDislike of showering or taking baths. Adult adaptation: model the use of soap, water and wash cloths in other spaces outside of the bathroom using a playful manner. During moments where your child is distressed you can take breaks. If being in the bathtub or in the shower is too overwhelming, you can use a sponge bath approach to ease them into personal hygiene. Environmental adjustment: you can create a “spa-like” bathroom set up that engages other senses such as playing calming music or your child’s favourite audiobook; adding a few drops of essential oils to the bath or use a bath bomb; if you have a shower you can hang eucalyptus plant; during warm weather you can change environments and enjoy water play outside.

At schoolDislike of washing hands. Adult adaptation: take a gentle, clear approach when explaining to the child that after using the toilet they must clean their hands to stop the spread of germs. Gently provide the choice between washing hands or sanitising them and allow the pupil time to process and make their decision. Environmental adjustment: have hand sanitizer, sanitizing wipes or spray and paper towels nearby as an alternative until the child is more comfortable with washing hands. You can also post step-by-step visuals of how to wash hands so the student understands the process will end; you can further support this process with a timer or by singing a song while doing it.

Self-directed behaviour

At homeFinds it hard to follow routines and often becomes side tracked. Adult adaptation: working together, you can create visual (or written) checklists for your child for key routines you want to embed and allow them to complete them flexibly. For example, allowing them to eat breakfast before getting dressed. Environmental adjustment: do your best to allow as much time as possible to complete routines (easier said than done!). If your child needs assistance moving from one step to the other, you can provide physical prompts such as leaving their clothes out for them or handing them their toothbrush.

At schoolEngaging in activities other than the timetabled activity/lesson (i.e. reading a book during a math lesson). Adult adaptation: include motivating and interesting hooks at the beginning of your lessons to help your student build motivation and use a multi-sensory approach to maintain interest in the lesson. Environmental adjustment: try to create a low-arousal environment to reduce sensory input so the child is more able to focus on the learning stimulus and to help limit distractions. You can do this by reducing visible clutter (covering shelves with a plain curtain, limiting displays, avoid hanging laminated paper which can glare), dimming or turning off fluorescent lights and reducing background noise.

Impulse control difficulties

At homeRunning away from parent/carer when out in public. Adult adaptation: if possible, before going to a new place you can use Google Earth to explore different areas of the setting. Some businesses/organisations have virtual tours you can view online. As you are virtually exploring the space, you can create a plan for which areas your child would like to visit, and you can review it on your journey. Over time, you can help redirect your child’s uncommunicated impulsive running away to shared excitement. Environmental adjustment: due to the changing nature of external environments this is trickier. However, there are an increasing number of spaces that label themselves as autism friendly and that offer sensory adapted environments.

At schoolShouts out during whole class instruction. Adult adaptation: prior to the beginning of the lesson, speak to your student and let them know that if they are able to use the post it notes or whiteboard (with appropriate support) you will follow up with them at the end of the lesson - make sure to follow through otherwise your student will lose trust in you and will be unlikely to use the strategy. Environmental adjustment: you can provide post it notes or a whiteboard for your student to write comments or questions on during a lesson.

Interaction at home: how AuDHD manifests in family life

For parents, AuDHD can be challenging to manage. Children with AuDHD are likely to find elements of family life difficult. For example, a child’s ADHD profile may impact their ability to rein in impulsive thoughts and actions which can make activities like grocery shopping or trips to the park daunting for parents because their child is more likely to run off. Additionally, AuDHD kids may find it harder to follow household routines or cope with changes. Sometimes, these challenges can lead to heightened emotions and result in outbursts or extreme emotional dysregulation.

A faded film snapshot of a park on a Saturday, a small child in a coat running far ahead across the grass, seen from behind at a parent's distance. — A trip to the park is not a small ask when impulsivity and a need for sameness pull in opposite directions. The running off is the part other parents see; the recovery afterwards is the part they do not.

On the flip side, AuDHD children can be extremely creative, curious and have a deep passion for their interests. They are also likely to have unique perspectives of the world that may change (and at times challenge!) your understanding of the world around you.

To blend these strengths and challenges, here are some practical strategies for home life:

Flexible routines: While structure is helpful, allowing some flexibility can reduce anxiety and resistance. This could look like having a visual checklist of the tasks that make up a morning/evening routine (getting dressed, eating breakfast, brushing teeth etc.) but allowing your child to pick and choose which order they complete those tasks.
Clear, simple instructions: Instead of having a long list of tasks, give one instruction at a time.
Calm spaces: Create a quiet area where your child can retreat when overwhelmed.
Positive reinforcement: Celebrate successes, no matter how small, to boost confidence.
Open communication: Encourage your child to share their feelings and listen without judgement.

Patience and understanding go a long way. It’s normal for families to feel stretched, so seeking support from professionals or peer groups can help lighten the load.

Interaction at school: classroom challenges, strengths, and support strategies

School can be both exciting and daunting for children with AuDHD. The classroom environment often demands sustained attention, group work, and flexibility, areas where AuDHD children may need extra support.

Common challenges include:

Difficulty staying on task or sitting still
Struggles with transitions between activities
Misunderstanding social cues from peers and teachers
Overwhelm from sensory stimuli (e.g., loud noises, bright lights)
Impulsive behaviours that disrupt lessons

Despite these hurdles, AuDHD children frequently have strengths such as creative problem-solving, strong memory, and enthusiasm for topics they enjoy. Teachers and support staff can harness these strengths to build confidence and engagement.

Effective classroom strategies include:

Visual schedules: Help children understand what’s happening next and reduce anxiety.
Movement breaks: Allow physical activity to release energy and improve focus.
Individualised support: Tailor learning activities to match the child's interests and abilities.
Social stories: Use simple narratives to explain social situations and expected behaviours.
Peer buddies: Encourage positive peer relationships and model social skills.

Collaboration between school and home is critical. Regular communication ensures that strategies are consistent and that children feel supported in both environments.

Challenges and strengths: navigating the AuDHD experience

Living with AuDHD means navigating a world that isn’t always designed for neurodiversity. Challenges may include emotional regulation, sensory overload, and misunderstandings from others. Children may feel isolated or labelled, which can affect self-esteem.

However, focusing on strengths is equally important. AuDHD children often display remarkable creativity, honesty, and resilience. Their ability to think differently can be a tremendous asset in both academic and social settings.

Parents, educators, and caregivers play a vital role in nurturing these strengths and helping children develop coping skills that will serve them throughout their lives.

Practical next steps: actionable advice for parents and educators

Seek a thorough assessment: If you suspect AuDHD, consult with professionals (paediatricians, psychologists, or SENCOs) for proper evaluation.
Embrace neurodiversity: Celebrate your child’s unique qualities and foster an inclusive environment at home and school.
Build partnerships: Work closely with teachers, SEN staff, and therapists to create consistent support plans.
Educate yourself: Read up on AuDHD, join support groups, and attend workshops to stay informed.
Prioritise wellbeing: Encourage hobbies, social connections, and relaxation activities to support emotional health.
Stay flexible: Be open to adjusting strategies as your child grows and their needs change.

Do now

If you suspect AuDHD, contact a paediatrician, psychologist or SENCO to ask about a proper evaluation.

Speak to your child’s teacher about creating a consistent support plan across home and school.

Join a support group to stay informed and lighten the load.

Supporting a child with AuDHD is a journey. There will be ups and downs, but with understanding, compassion, and collaboration, you can help your child thrive.

This blog post is intended for informational purposes only and does not constitute medical, psychological, or educational advice. For diagnosis or specialised support, please consult qualified professionals. Every child is unique, and individual guidance should always be sought as needed.

About the author

Teddy Munetsi Bullen

SEND Practitioner

Royal Borough of Kensington and Chelsea

I'm a SEND practitioner with school and therapeutic experience, specialising in autism, ADHD, PDA, communication, and emotional regulation. My approach is warm, collaborative, and focused on strategies that work at home and in school; bringing experience in primitive reflex assessment, safeguarding, and multi-agency work. I am here to help you as parents confidently support your child, turning their complex needs into clear, practical goals and challenging behaviour into moments of connection.

Book a session with Teddy

AuDHD in primary aged children: how autism and ADHD interact at home and at school