ABSTRACT
Moving from a less structured, play-orientated environment to a more formalised classroom setting may both be problematic but also beneficial for children with Attention Deficit Hyperactivity Disorder ADHD. The early year's environment may have suited the ADHD impulsive learning style, but the potential for accidents and incidents may have already led to the child with ADHD acquiring a reputation amongst teachers, peers and parents of the other children. As a result, the more structured classroom environ -ment may provide an opportunity for the application of rules, rituals and routines needed by children with ADHD. One of the most important decisions to be made about a child's education involves the choice of secondary school. The primary school SENCO has a crucial role to play in this process, ensuring that parents are well informed and able to ask appropriate questions in respect of the most relevant issues.
