As more children in Singapore are diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), many families are preparing to enrol them in Primary 1 with understandable concerns. Starting Primary 1 is a major milestone for any child, and for families with children who have ADHD, this transition can come with added uncertainty.
Mainstream primary schools are the default placement for children with ADHD, especially when there are no accompanying cognitive delays. While these schools offer some degree of support for students with special educational needs (SEN), parents often wonder whether that support is sufficient, how consistently it is applied, and what their options are if additional help is needed.
The Ministry of Education (MOE) has established frameworks to support SEN students, including ADHD, but the reality on the ground can vary significantly from school to school. Understanding what to expect, from the roles of special needs officers (SENOs) to classroom accommodations and community-based resources, is key to helping your child settle in, thrive, and feel supported during their foundational years.
ADHD in Boys VS Girls
In childhood, boys are diagnosed with ADHD about three times more often than girls. However, by adulthood, diagnosis rates even out between men and women.⁹ Girls are more likely to have inattentive ADHD and internalize symptoms, leading to underdiagnosis. Boys are more likely to exhibit hyperactivity and are referred more frequently due to behavioral concerns.
Core Signs and Impact of ADHD
ADHD symptoms are strong and long-lasting. They can make everyday life hard at school, work, and home. Common struggles include:
- Trouble paying attention or focusing
- Being disorganized and forgetful
- Feeling restless or always needing to move
- Acting without thinking
- Having strong emotions or trouble calming down
These issues can lead to poor grades, problems at work, and difficulty making or keeping friends and relationships.
Types of ADHD
There are three main types of ADHD. The type depends on which symptoms are strongest:
Inattentive Type
People with this type may:
- Get distracted easily
- Forget things often
- Make careless mistakes
- Lose items like homework or keys
- Seem to daydream
- Have trouble following instructions
Hyperactive/Impulsive Type
This type includes:
- Constant fidgeting or moving around
- Talking too much or interrupting others
- Acting quickly without thinking
- Trouble sitting still or waiting their turn
Combined Type
This is the most common type. It means a person shows signs of both inattentive and hyperactive/impulsive behaviors.
Myths About Causes of ADHD
ADHD is not caused by poor parenting, sugar or food additives, vaccines, excessive screen time, or family stress. While these factors might worsen the symptoms or make them more noticeable, they are not the root causes of the condition. ADHD stems from neurological and genetic differences in brain development.
What Support Exists in Mainstream Primary Schools?
The Ministry of Education (MOE) has implemented several key measures to support students with SEN, including those with ADHD. Most schools have a Special Educational Needs Officer (SENO) or Allied Educator (Learning and Behavioural Support) who can assist children struggling with focus, regulation, or behaviour.
Support may include:
- Counselling or emotional regulation sessions on a scheduled or as-needed basis
- Teacher strategies such as flexible seating (e.g. placing a student at the front of the class)
- Classroom accommodations, including allowing short breaks or the use of fidget tools
- Collaboration with parents to monitor progress or intervene in response to issues such as bullying, emotional distress, or academic disengagement
However, these supports often depend on the individual school’s resources, the dedication of the teaching staff, and the severity of the child’s needs. Schools prioritise support based on the child’s functional needs, rather than diagnosis alone.
Key Limitations to Be Aware Of
Despite MOE’s framework, mainstream primary schools in Singapore are often stretched in terms of manpower and training. SEN officers, while available, are few in number; some schools may have only one or two. Their time is divided among many students, meaning that children with ADHD who are not severely disruptive or falling significantly behind may receive minimal, sporadic support.
Form teachers may not always be equipped to manage ADHD behaviours consistently, especially in large classes of 30 or more students. This often leads to support being reactive (e.g., following a behaviour incident), rather than proactive or regular.
While a formal diagnosis helps shift teachers’ perceptions and encourages empathy, it does not guarantee daily intervention or tailored support.
SPED vs Mainstream Schools
There is often confusion about whether children with ADHD should be placed in Special Education (SPED) schools. In Singapore, SPED schools are generally reserved for children with moderate-to-severe needs or those with co-occurring conditions such as autism, intellectual disability, or sensory impairments.
Children with ADHD who can cope academically and do not have additional diagnoses are typically not eligible for SPED placement. These children are expected to remain in the mainstream system, regardless of behavioural or attention-related challenges.
Some therapists may recommend SPED schooling based on the benefit of smaller class sizes and more structured support, but unless a child qualifies under the official SPED eligibility criteria, the mainstream path remains the only option.
How Parents Can Prepare and Advocate
Given the varied levels of support across schools, parents play an essential role in advocating for their child. Steps include:
- Submitting formal reports from psychologists, occupational therapists, or medical professionals at the point of registration to ensure schools understand the child’s needs.
- Requesting a meeting with the school’s SENO or form teacher early in the academic year to discuss accommodations or concerns.
- Maintaining open communication with teachers throughout the year to track progress and flag issues promptly.
- Working with external professionals (e.g., therapists or coaches) who may liaise with the school to propose classroom strategies or behaviour plans.
- Setting clear goals and routines at home, as many children with ADHD thrive with structure and consistent expectations both in and out of school.
How Parents Can Help at Home
Healthy Routines
Children with ADHD do best with regular routines. Make sure they sleep and wake at the same time every day. Daily physical activity also helps with focus and mood. Give them balanced meals that include nutrients like Vitamin D, iron, zinc, and omega-3s. Try to reduce screen time, especially before bed or for younger children.
Sleep Support
Many children with ADHD have trouble falling or staying asleep. Simple tools like melatonin (a natural sleep hormone), light therapy in the morning, or weighted blankets may help. Always speak with a doctor before starting any sleep aid.
Time Management
Breaking big tasks into smaller steps makes things easier. Use checklists, calendars, or visual schedules to help your child remember what to do. Keeping a daily routine also helps reduce stress and confusion.
Alternative and Complementary Therapies
Some therapies outside of medicine may be helpful, especially when used with regular treatment. These include:
- Omega-3 supplements
- Mindfulness or relaxation exercises
- Neurofeedback (brain training)
- Massage therapy
- Sensory-motor activities that improve body control
Always check with your child’s doctor before trying something new. Be careful with things that don’t have strong research behind them, like large doses of vitamins, strict diets, or brain games like Brain Gym and Lumosity.
Additional Resources and Support in Singapore
Parents seeking further support can turn to various government and community resources:
MOE’s Special Educational Needs Portal
Information about the SEN framework, AEDs, and school-based support.
SG Enable & Enabling Guide
A comprehensive guide for caregivers and families navigating the SEN landscape.
SPARK Singapore
A non-profit focused on ADHD support and advocacy, offering talks, courses, and community networks.
Community Psychology Hub
Government-supported hub for accessing counselling, assessments, and school-based support strategies.
The path to primary school for a child with ADHD is rarely straightforward. While the school system does offer some level of support, outcomes are highly dependent on teacher dedication, school culture, and parental involvement. Mainstream education can work well for many children with ADHD, especially those who have strong home routines and responsive educators.
Nonetheless, parents should enter the process informed, proactive, and realistic. Being prepared to communicate clearly with the school, advocate for appropriate accommodations, and set up external support when needed can make a significant difference in helping a child adjust and succeed.
