Prepared for
Alex (age 12)
ADHD (combined type) & suspected dyslexia · Year 7 · Mainstream secondary school
Executive Summary
Alex is a bright, creative 12-year-old who is clearly capable of strong academic work but is being let down by systems and routines that don't account for how his brain works. The transition to secondary school has amplified challenges that were manageable at primary level — multiple teachers, different rooms, more complex homework routines, and higher expectations for self-organisation.
The good news is that Alex's core challenges — task initiation, organisation, and sustained focus during independent work — are highly responsive to the right environmental and tool-based interventions. With some targeted changes to his physical workspace, digital tools, and homework routines, there's significant room for improvement.
This report provides specific, actionable recommendations organised into immediate quick wins, core changes over the next month, and longer-term development goals. We've also included guidance on working with Alex's school to ensure consistency between home and school approaches.
Current Setup Analysis
Alex currently uses Google Classroom for homework (set by school), a paper planner that frequently gets lost or isn't filled in, and Times Tables Rock Stars for maths practice. Homework is done at the kitchen table on a shared family iPad, typically between 4:30–6pm in a busy household with two younger siblings.
Key Findings
Task initiation is the primary bottleneck
Alex doesn't struggle with the work itself once started — the challenge is getting started. This is a classic ADHD executive function difficulty, not laziness or avoidance.
The paper planner is setting Alex up to fail
Paper-based organisation systems require exactly the executive function skills that ADHD impairs. Alex needs a digital system that can send reminders and be checked from multiple locations.
The homework environment compounds difficulties
A noisy, shared space with a shared device means Alex has to fight both internal (ADHD) and external (environmental) distractions simultaneously.
Reading tasks take disproportionately long
This aligns with the suspected dyslexia. Alex avoids reading-heavy homework and leaves it until last, when cognitive resources are most depleted.
School communication is reactive, not proactive
Contact with school happens mainly when things go wrong. A proactive communication framework would help prevent issues escalating.
Recommendations
Quick Wins (This Week)
Core Changes (Next 2–4 Weeks)
Longer-Term Development (1–3 Months)
Recommended Tools & Resources
Todoist
FreeTask management with shared lists and reminders. Free tier is sufficient.
Time Timer
FreeVisual timer app that shows time remaining as a shrinking disc.
Anker Soundcore Q30
~£50Noise-cancelling headphones. Excellent value at ~£50.
OpenDyslexic
FreeFree Chrome extension that converts web text to a dyslexia-friendly font.
Forest App
£3.99Gamified focus timer — grow a tree by not touching your phone.
Natural Reader
FreeText-to-speech for reading assignments. Reduce cognitive load on reading tasks.
Working with School
We recommend requesting a meeting with Alex's SENCO and form tutor. Here's specific language you can use:
Key asks for the school meeting:
- •Consistent use of Google Classroom across all subjects (some teachers still only write homework on the board)
- •A formal dyslexia screening through the school
- •Permission to use noise-cancelling headphones in class for independent work
- •A “check-in” with form tutor at end of day to verify homework is logged