If you are wondering how Autism or ADHD assessments actually work in the UK, you are not alone. The pathway can feel confusing, slow, and full of unknowns. This article gently walks you through what parents can realistically expect, step by step.
TL;DR
If you are starting to explore Autism or ADHD assessments for your child in the UK, this is what usually happens.
- Most assessments begin with concerns raised at home or school
- A referral usually goes through your GP, school, or health visitor
- Waiting lists can be long, often many months or more
- Autism and ADHD are often assessed separately
- The process focuses on understanding needs, not just labels
This article is for / not for
This article is for:
- Parents in the UK trying to understand the assessment process
- Families feeling unsure, overwhelmed, or stuck waiting
- Parents who want a clear overview before taking the next step
This article is not for:
- Diagnosing a child
- Replacing professional medical advice
- Parents looking for a fast-track or guaranteed outcome
Medical disclaimer
This article is for general information and reassurance only. While we write from lived experience and careful research, Babies and Children are not a medical or clinical team.
This article cannot diagnose Autism, ADHD, or any other condition, and it does not replace advice from qualified professionals. Assessment pathways vary by area and by child. If you are concerned about your child’s development, speak to your GP, health visitor, school, or a recognised UK authority such as the NHS.
A calmer look at what actually happens
When people talk about “the assessment pathway”, it can sound very official and intimidating.
In reality, it usually starts much more quietly.
Often, it begins with a parent noticing patterns, struggles, or differences that do not seem to ease with time. Sometimes school notices first. Sometimes it is a mix of both.
What surprised me most is that there is rarely a single clear starting line. For us, it was more like a drip feed of small things we noticed over time. Little differences that did not feel big on their own, and that we did not have the words for at the time. Only later did they begin to join up into questions.
Noticing concerns at home or school
Most families start here.
This might look like difficulties with attention, emotional regulation, sensory overwhelm, communication, or social situations. For some children, it shows up at nursery or school. For others, it becomes clearer as demands increase.
Teachers may raise concerns, or parents may take them to school. Either way, written observations are often helpful.
For us, that slow drip of concerns eventually led to a school meeting we had not expected. It was not dramatic, but it was a turning point. It helped us realise that what we were noticing at home was being seen elsewhere too.
This stage is about noticing patterns, not proving anything.
Making a referral
In the UK, referrals usually go through one of the following. Being referred can sound daunting, but it is not something to be worried about. It simply opens the door to understanding your child better and accessing the right support if it is needed.
- Your GP
- A health visitor (for younger children)
- Your child’s school or SENCo
Schools often play a key role, especially for ADHD referrals. Autism referrals may come via health services, sometimes with school input.
A referral does not mean a diagnosis will happen. It simply means a professional agrees an assessment is worth exploring.
Waiting lists and what they really feel like
Waiting is often the hardest part.
Many areas have long waiting lists, sometimes stretching into years. This can feel frustrating, especially if your child is struggling now.
What helped us was understanding that support does not have to wait for a diagnosis. Under the SEND Code of Practice, schools have a duty to support children with additional needs, whether or not a diagnosis is in place.
Schools can still put adjustments in place, and parents can still learn what helps their child cope day to day.
Autism and ADHD are often assessed separately
One thing many parents are not told early on is that Autism and ADHD assessments usually sit on different pathways. This is largely because they are commissioned, staffed, and assessed by different specialist teams, with different criteria and assessment tools.
That means:
- Separate referrals may be needed
- Separate waiting lists apply
- One assessment does not automatically trigger the other
This can feel confusing, especially when traits overlap. It may help to know that professionals do now recognise that Autism and ADHD can co-occur.
In the past, it was often assumed a child could only be one or the other, and systems were built around that thinking. Practice has moved on faster than pathways, which is why assessments are still often separate.
It is okay to ask professionals why one pathway is being suggested first.
What the assessment itself may involve
Assessments vary, but often include. Before this stage, many parents find it helpful to start a simple list of traits, behaviours, or situations they think may relate to Autism or ADHD.
You may come across online self-tests designed for adults, such as the AQ-10 (Autism Quotient – 10 questions) or ASRS (Adult ADHD Self-report-scale), and wonder if there are child versions you should complete. At the moment, there are no official self-report versions of these tools for children, and many professionals discourage using online questionnaires as a substitute for assessment.
It is best to focus on real-life observations rather than scores. This is not about diagnosing or labelling, just noticing patterns over time.
Assessments often include:
- Detailed parent questionnaires
- School reports or teacher feedback
- Observations or structured activities
- Developmental history discussions
For ADHD, there is usually a strong focus on behaviour across settings. For Autism, assessments often look at communication, social interaction, and sensory processing.
Importantly, assessments aim to understand how a child experiences the world, not just whether they meet criteria.
After the assessment
Some families receive a diagnosis. Others do not, but still gain valuable insight.
Either way, you should receive a report explaining strengths, challenges, and recommended support. This can help with school planning, EHCP applications, or simply understanding your child better.
A diagnosis does not change who your child is. For many families, it changes how well the world understands them. With the right support in place, many neurodivergent children begin to settle, grow in confidence, and thrive in ways that were harder before.
We saw this ourselves, particularly when our son moved into a SEN school setting that better matched his needs.
Key takeaways
If you are feeling overwhelmed, these are the main things to hold onto.
- The assessment pathway is often slow, but that does not mean nothing is happening
- Referrals are about understanding and support, not judgement
- Autism and ADHD assessments are still usually separate, even when traits overlap
- Support at school does not have to wait for a diagnosis
- Many children do better once their needs are understood and supported
What next (only if and when you are ready)
There is no single right next step, and you do not have to do everything at once.
Some families choose to:
- Start a simple list of observations at home
- Speak to their child’s school or SENCo about support
- Book a GP appointment to discuss concerns
- Ask what help can be put in place while waiting
Even choosing to pause and let things settle is okay. This process is not a race.
If you want to explore this topic further, these articles may help you connect the dots and feel less alone in the process.
- Neurodivergent explained clearly
- Signs of ADHD in children you might miss
- Autism traits that do not fit stereotypes
If you ever want to go deeper, these UK resources are there when you need them.
- NHS: Autism assessment and diagnosis
- NHS: ADHD assessment and support
- National Autistic Society
- GOV.UK: SEND Code of Practice
A gentle reassurance to close
If this process feels slow, confusing, or emotionally draining, you are not doing anything wrong.
Many parents walk this path feeling unsure at first. Understanding the system does not fix everything, but it can remove some of the fear of the unknown.
A small next step, even just writing down concerns or asking a question, is often enough for today.
FAQ
Do I need a diagnosis for school support?
No. Under the SEND Code of Practice, schools have a duty to support children with additional needs whether or not a formal diagnosis is in place.
A diagnosis can help unlock certain types of support or funding, but many adjustments and supports should be available based on need alone.
Can my child be assessed privately?
Some families choose a private assessment, often because of long NHS waiting lists. This can sometimes be quicker, but it can be expensive, and not all local authorities accept private reports in the same way.
If you are considering this, it can help to ask your school or local authority what they will recognise before committing.
What if my child does not meet criteria?
Not meeting diagnostic criteria does not mean your child does not need support. Many families still gain useful insights from the assessment process, including a clearer picture of strengths, challenges, and helpful strategies. Support can still be put in place based on need.
How long is the wait for an assessment?
Timescales vary widely depending on where you live and which pathway you are on. Some families are seen within months, while others wait much longer. Unfortunately, long waits are common, and this is not a reflection of how serious your concerns are.
How long does the assessment itself take?
The assessment itself is usually much shorter than the waiting time, but this is not always the case. Some assessments involve one longer appointment, while others are spread over several shorter sessions across weeks or months.
For example, some families start with a long phone or video appointment with a clinician, sometimes lasting an hour or more.
This may be followed by an in‑person assessment where a diagnosis is discussed, and then one or more follow‑up appointments to go through reports, next steps, or support planning. In some areas everything happens quite quickly, while elsewhere it is built up gradually through observations, questionnaires, and meetings.
What can I do to support my child while waiting?
While waiting, many parents focus on practical day-to-day support. This might include working with school on adjustments, learning what helps reduce stress at home, keeping routines predictable, and giving your child reassurance. You do not need to wait for a diagnosis to start helping your child feel understood and supported.
