Treatment Options for ADHD in Children: From Behavior Tools to Non-Stimulant Meds
Treating ADHD in children is not a one-size-fits-all scenario. Every child has a unique set of challenges and strengths, so the best approach is usually a combination of strategies tailored to your child’s needs. This might include behavioral interventions at home and school, therapy, and possibly medication. The goal of treatment isn’t to “cure” ADHD (there’s no cure, since ADHD is largely neurological) – it’s to help your child manage symptoms, build skills, and succeed in daily life. With my own daughter, it took some trial and error to find what worked but once we did, the progress was incredible.
In this article, I will walk you through the main ADHD treatment options for kids. We’ll discuss how behavior therapy and parent training can dramatically improve a child’s behavior, what role schools play through accommodations, and what types of medications are available (with a focus on non-stimulant ADHD meds like Strattera, Intuniv, and Qelbree as alternatives to traditional stimulants). You’ll also learn how to advocate for your child with healthcare providers and educators, and what a typical therapy program for ADHD might look like. Our perspective comes from experience working with families at South Denver Therapy in Parker, CO – we know the struggles, and we’re here to offer some clarity and hope.
Behavioral Therapy: Building Skills and Better Behavior
Behavioral therapy is a cornerstone of ADHD treatment, especially for younger children. The idea behind behavioral therapy is to teach new skills and behaviors to replace the problematic ones. For kids, this often means using positive reinforcement and structure to encourage attention, compliance, and self-control. Importantly, behavioral therapy for ADHD almost always involves parent training – because parents are with the child daily and can implement techniques consistently.
According to the American Academy of Pediatrics, for children under 6 with ADHD, parent training in behavior management should be the first line of treatment, before medication. For older kids (6 and up), combining medication and behavior therapy is recommended, but if parents prefer, they can certainly start with therapy and add meds later if needed. The key is that behavior therapy benefits all ages by providing strategies and skills.
What does parent training entail? In a typical program, you might attend weekly sessions (sometimes with a group of other parents, sometimes one-on-one with a therapist) where you learn techniques such as:
Positive reinforcement systems: e.g. sticker charts, token economies where your child earns points for desired behaviors (like getting ready for school on time) and exchanges them for rewards.
Effective instruction delivery: getting your child’s attention before giving directions, using clear and concise language, and breaking tasks into steps.
Appropriate use of consequences: learning to use time-outs or loss of privileges calmly and consistently for major misbehavior, and ignoring minor annoying behaviors when safe to do so (to avoid unintentionally reinforcing them with attention).
Consistency and routines: how to establish predictable routines and household rules so your child knows what to expect (consistency reduces ADHD chaos).
Stress and anger management for parents: yes, that’s often part of it – you learn how to stay cool during storms, because our reactions can either inflame or defuse an ADHD situation.
Meanwhile, the child might also work with a therapist (often in a play therapy or structured play format) to practice skills like taking turns, following directions, or managing impulses. For example, the therapist may play a game that requires the child to stop and think (like Simon Says) and praise them for success, essentially reinforcing attention and self-control in real time.
One specific type of behavior therapy is Parent-Child Interaction Therapy (PCIT) adapted for ADHD, where the therapist coaches you (often via an earpiece or from behind a one-way mirror) while you play with your child, helping you shape the child’s behavior through labeled praise and strategic ignoring. This can be very effective for young kids with oppositional behavior plus ADHD.
“Behavioral therapy changed everything for us. It helped me stop feeling like I was constantly reacting and start feeling like I was actually leading. Once we had a consistent plan at home things got calmer and my daughter started thriving in ways I hadn’t seen before.”
How effective is it? Very – especially when parents are consistent. Research shows behavioral interventions can significantly improve compliance and reduce disruptive behaviors at home. It also often improves parent-child relationships, because instead of every interaction being negative (“Stop that!”, “Why won’t you ever…?”), you learn to have more positive moments. Your child starts experiencing more success and less scolding, which boosts their confidence.
Keep in mind, behavioral therapy isn’t a quick fix – it takes a few months to learn and fully implement strategies, and it requires patience and a willingness to change some of your own approaches. But the results can be transformative. Even for kids who eventually go on medication, having these behavior tools in place creates a strong foundation.
(At South Denver Therapy, we incorporate behavioral therapy in our ADHD treatment plans. We often start with a parent consultation to identify key issues, then work both with the child individually and with the parent to put new strategies into practice. Parents often tell us they feel more in control and optimistic after learning these techniques.)
School Accommodations and Support for ADHD
Your child likely spends 6+ hours a day at school, so managing ADHD there is crucial. Many kids with ADHD struggle in the traditional school setting, but schools can provide accommodations to help level the playing field. Under laws like Section 504 of the Rehabilitation Act and IDEA, children with ADHD are entitled to support if their ADHD interferes with learning.
Here are some common school supports for students with ADHD:
504 Plan: This is a formal plan that outlines accommodations in the general education classroom. It might include things like extra time on tests, reduced homework load, seating near the teacher, permission to take movement breaks, use of a fidget object, or having instructions given in both verbal and written form.
IEP (Individualized Education Program): If your child’s ADHD is more severe or they have another learning disability, they might qualify for an IEP, which can include specialized instruction or services (like time with a special education teacher for organization skills) in addition to accommodations.
Behavioral Classroom Interventions: Teachers might implement daily behavior charts or token systems in class to encourage your child. For instance, the teacher and child set a goal (e.g., raise hand instead of calling out), and the child earns checks or points for each part of the day they do well, which might lead to a small reward at school or a report to you for a home reward. The CDC notes that including behavioral classroom interventions and school supports as part of treatment yields better outcomes.
Preferential Interaction: Some teachers assign a “check-in/check-out” system where the student checks in with a chosen staff member in the morning to set goals and again in the afternoon to review progress. This extra attention can help keep them on track and accountable daily.
Homework Adjustments: If evenings are a battle, sometimes teachers can modify homework expectations. Quality over quantity – maybe do every other math problem, or have a reading log that allows audiobooks, etc. It’s worth discussing if homework is causing meltdowns and not much learning.
Testing Accommodations: In addition to extra time, some kids do better if allowed to take tests in a quieter room or with short breaks. Also, if handwriting is an issue due to ADHD, allowing typing or oral responses can show their knowledge better without the fine motor barrier.
Organizational Aids: Teachers might help by initialing a homework planner to ensure the assignment is recorded correctly, providing printed notes/outlines to reduce the load of multitasking (listening and writing simultaneously), or organizing a buddy system for missing work catch-up.
To get these supports, you may need to formally request an evaluation from the school. Start by writing a letter to the principal or special education coordinator stating that you suspect your child has ADHD (or if you already have a diagnosis, include that) and that you’re requesting accommodations. The school may do their own assessments, including collecting teacher observations and perhaps some academic testing, to determine eligibility.
Keep in mind, teachers (especially experienced ones) often informally accommodate even without a plan, if you communicate. Many will naturally do things like remind your child individually to turn in homework or let them stand at their desk to work if needed. Building a good relationship with the teacher at the start of the year can go a long way.
Your role as a parent: Check your child’s backpack and folder daily (even the most well-meaning teacher’s efforts can fail if that math worksheet never makes it home or back to school!). Help implement any behavior charts by providing any agreed home reward or praise when the child meets goals at school. Conversely, if there are behavior issues at school, try not to punish harshly at home for them – instead, work with the teacher on a plan to improve it moving forward. Remember, your child isn’t “choosing” to misbehave in class; they need skill-building and supports.
Also consider if your child might benefit from tutoring or academic interventions. ADHD can cause skill gaps (missed instruction due to inattention, or years of rushing through work). Some kids benefit from a reading specialist or math tutoring to catch up on basics once ADHD is better managed.
Finally, be an advocate but also an ally to the school. Approach conversations as collaborative: “What can we do to help Johnny succeed? I can do X at home, what can we do in the classroom?” If a particular accommodation isn’t working, reconvene and tweak the plan. With open communication, you can turn the school into a strong support system for your child.
(We often advise parents in our practice on how to navigate 504/IEP meetings and write letters to support accommodation requests. As therapists, with parental consent, we can also send a letter to the school confirming the ADHD diagnosis and recommending specific supports – sometimes a letter on professional letterhead helps schools move faster.)
Medication Options: Stimulants and Non-Stimulants
Medication for ADHD can be a helpful tool – for some children, it’s like getting a pair of glasses that suddenly bring a blurry world into focus. For others, the difference is more subtle. Deciding on medication is a personal choice and should involve careful discussion with a medical provider (pediatrician or child psychiatrist). Here we’ll outline the types of medications and specifically talk about the non-stimulant ADHD meds that parents often have questions about.
Stimulant Medications: These are the tried-and-true ADHD meds, used for decades. Despite the name, they actually have a calming, focusing effect on individuals with ADHD. Stimulants fall into two families: those based on methylphenidate (Ritalin, Concerta, Focalin, etc.) and those based on amphetamine (Adderall, Vyvanse, Dexedrine, etc.). They work by increasing dopamine (and norepinephrine) in the brain pathways that regulate attention and behavior.
Stimulants are fast-acting – they often start working within 30-60 minutes of a dose. Immediate-release versions last about 4 hours (requiring maybe 2-3 doses a day, like one at breakfast, one at lunch, one after school). Extended-release versions last anywhere from 8 to 12 hours, covering most of the school day with one pill in the morning. For kids, the extended-release forms are popular to avoid the need for a school nurse dose, though some kids still need an after-school smaller dose for homework or sports concentration.
They are considered the most effective medication for ADHD, with around 70-80% of children showing significant improvement in core symptoms. Teachers often report those “night and day” differences like the child who couldn’t sit still can now quietly complete classwork, or the one who never turned in homework is suddenly organized.
However, stimulants do come with potential side effects:
The most common is appetite suppression. Kids may eat a lot less at lunch. Often, they compensate by eating more at breakfast and especially dinner when the med wears off. Still, monitoring weight and ensuring good nutrition is important.
Sleep difficulties: For some kids, stimulants (especially if taken later in the day) can cause trouble falling asleep. Sometimes this is solved by taking the medication earlier, switching to a shorter acting version that wears off by evening, or adjusting bedtime routines. Interestingly, some kids with ADHD actually sleep better on medication because their evening is less chaotic and they can turn their brain off more easily by bedtime.
Rebound irritability: As the drug wears off in late afternoon/early evening, some kids get cranky or emotional. This rebound effect can often be managed by a small half-dose in the late day or by switching to a different med with a smoother release.
Other possible effects: mood changes (some kids get a bit flat or quiet – if it’s too much, that means dose is high or that particular med isn’t a good fit), tics (stimulants can unmask or worsen motor tics in a small subset of kids), or increased heart rate/BP (usually minor, but doctors monitor vitals).
A rare side effect can be a slight slowing of growth (maybe a centimeter less height in a year on average). Often kids catch up in growth later, but pediatricians keep an eye on height/weight percentiles.
Stimulants are controlled substances because they have potential for abuse (in higher doses, in people without ADHD, they can be misused as study drugs or recreationally). For kids under parental supervision, this isn’t typically an issue, but it does mean you’ll have tighter prescription rules (like no refills; you need a new prescription each month).
Now, what about Non-Stimulant Medications? These are important options for some families. Reasons to consider a non-stimulant might include: stimulants caused problematic side effects or simply didn’t work well for your child, your child has a condition like anxiety or tics that stimulants aggravated, or you prefer to avoid a controlled substance.
The FDA-approved non-stimulants for ADHD in kids are:
Atomoxetine (Strattera): This was the first non-stimulant approved for ADHD. It’s a Selective Norepinephrine Reuptake Inhibitor (SNRI). Unlike stimulants, it can take 4-6 weeks to see full benefits. It needs to be given every day (stimulants can be skipped on weekends if you choose, but Strattera needs daily dosing to maintain level). Strattera has shown effectiveness, especially for inattentive symptoms. It’s not as potent as a stimulant for many kids, but about 40-50% respond well. It tends to be good for kids who also have anxiety, as it can help both to a degree. Side effects might include fatigue, upset stomach, or mood swings; taking it with food and in the morning can help avoid sleep issues. It’s not a controlled substance, so no special prescribing rules.
Guanfacine ER (Intuniv) and Clonidine ER (Kapvay): These are alpha-2 adrenergic agonists. They were originally blood pressure meds, but in low doses they help with ADHD symptoms, particularly hyperactivity and impulsivity. Intuniv (once-daily guanfacine) is commonly used in kids. It can make kids a bit sleepy or calm (sometimes a good thing if they’re super hyper). It’s also often used in the evening to help with sleep and cover early-morning ADHD symptoms if a stimulant from yesterday has worn off. It might take a couple weeks to see results. Clonidine ER is similar but can be more sedating; sometimes it’s used if kids have trouble sleeping or co-occurring aggression. These meds can also help with tics or anger outbursts. They are not controlled substances. Side effects: drowsiness, possible drop in blood pressure (so the doctor will likely advise standing up slowly, etc., though serious drops are uncommon at ADHD doses), and sometimes headaches. Doses are increased gradually to adjust to sedation effects.
Viloxazine (Qelbree): This is the newest player (approved in 2021). It’s a Selective Norepinephrine Reuptake Inhibitor like Strattera, but also has some effect on serotonin, described as a “serotonin-norepinephrine modulating agent.” It’s once-daily and not a controlled substance. Trials show it can reduce ADHD symptoms in kids and teens. Because it’s new, some insurance might be finicky, but it’s an option. Side effects reported include sleepiness or activation (some kids might have a bit of mood elevation), and like Strattera, it carries a warning to monitor for suicidal thoughts (a standard warning on many antidepressant-like medications, though the risk is low, it’s something doctors mention and watch). Many clinicians consider Qelbree as an alternative if Strattera isn’t effective, or possibly as an add-on if partial response to stimulants.
Others/off-label: Sometimes, doctors use medications not officially labeled for ADHD but that can help certain aspects. For example, bupropion (Wellbutrin), an antidepressant, can help some adolescents with ADHD (especially if they also have mood issues). It’s not typical for younger kids though. Some teens with ADHD and anxiety might be on an SSRI plus a stimulant, etc. This gets into highly individualized territory.
How effective are non-stimulants? Generally, stimulants are still the most effective for core ADHD symptoms for most people. Non-stimulants tend to have a more modest effect size. However, they can be game-changers for certain kids – especially if stimulants weren’t tolerated. And one advantage is they don’t cause the highs/lows that stimulants can (no rebound in the afternoon, typically) and they aren’t addictive or abusable. They also can be used alongside stimulants (for example, a child on a stimulant in the day might take guanfacine at night for residual symptoms or to help sleep).
In practice, some families try a stimulant first (because of the high success rate), and if it doesn’t work out, move to a non-stimulant. Others, worried about stimulant side effects or with mild ADHD, might opt to start with a non-stimulant. There’s no wrong answer – as long as you have a provider guiding you and monitoring.
“We were really against medication at first when it came to my 8 year old daughter with ADHD but we eventually gave it a try. When we started with a stimulant the side effects were just too much. She couldn’t sleep and had no appetite. Switching to guanfacine made a huge difference. It’s a non stimulant and it worked so much better for her without the side effects. It’s like night and day with her now.”
Medication Monitoring: When your child starts a med, you’ll be asked to observe and report changes. Doctors often use behavior rating scales (Vanderbilt or Connors scales) before and after medication to measure improvement. They’ll also check height, weight, pulse, and blood pressure periodically. It’s a bit of trial and error – finding the right medication and dose can take a few adjustments. Don’t be discouraged if the first thing you try isn’t perfect. For example, one stimulant may give your child a headache, but another type might not and still help focus.
Combining Meds with Therapy: It’s strongly recommended to use medication in conjunction with behavioral strategies, not in place of them. Medication can create the mental conditions for learning (your child can sit long enough to learn a skill), but it’s the therapy and parent strategies that teach the skill. Think of meds as giving your child glasses – now they can see the board, but they still need to be taught to read what’s on it.
A quick note on non-medical approaches: You might hear about neurofeedback, cognitive training games, supplements, etc. Some families try these. The evidence is mixed – none have as robust evidence as medication or behavioral therapy. However, certain supplements like omega-3 fish oils have some research suggesting a small benefit, and neurofeedback might help some kids improve focus over many sessions, though it’s expensive and not guaranteed. These can be adjuncts, but I’d caution against relying on them as the sole treatment for significant ADHD.
What Therapy Looks Like for ADHD
We’ve talked about behavioral therapy broadly, but let’s dive a bit into what ADHD-focused therapy for a child may involve. A lot of parents wonder, “What will a therapist do that I can’t do at home?” or “My child is only 7, how will therapy even work?”
In our experience, effective ADHD therapy is active and skills-based. Depending on the age:
For young children (say 4-8 years), much of the work is through the parents (parent training as discussed). The child might attend some sessions for play therapy techniques, but at this age, they are not very self-reflective. The therapist might do things like help the child practice following directions, or model parent-child play and feedback. For example, the therapist sets up a “clean-up game” with the child and coach the parent on prompting and praising the child’s cleanup behavior. Sessions might involve activities that require attention (like puzzles) and use of visuals (like sticker charts) so the child experiences structure in the session too.
For older children (around 9-12), therapy starts to include more direct child work on executive skills. The therapist might help the child create a homework routine checklist, or learn how to use a planner. They might work on social skills: how to notice when you’re talking too much or interrupting, learning to read others’ body language, etc. Role-playing and games are used. Many therapists teach CBT techniques to manage frustration (since kids with ADHD often get frustrated easily). For example, learning to “talk back” to thoughts like “I’m stupid because I forgot my book again” and replace with “It’s just part of my ADHD; I’ll try a different strategy to remember next time.”
For teens with ADHD, therapy often focuses on organization, planning, and emotional regulation. It might feel a bit like coaching – setting goals like “no missing assignments this week” and then brainstorming strategies to achieve that (maybe using a phone app, or setting up a reward). Emotional issues like self-esteem or anxiety are often addressed, since by teen years many with ADHD have faced a lot of negative feedback and might feel demoralized. They may also discuss risky behaviors (since teens with ADHD can be more impulsive) and how to make safe choices.
One specific therapy approach for ADHD (especially in teens) is CBT for ADHD, which is a modified cognitive-behavioral therapy that emphasizes building routines, using timers, breaking procrastination cycles, etc. It’s very skills-focused.
Another is Social Skills Groups – these are group therapy sessions where a few kids with ADHD (or other social challenges) are put together to practice things like taking turns in conversation, not dominating play, handling losing a game gracefully, etc., under a therapist’s guidance. These groups can be great for feeling “I’m not the only one” and getting real-time feedback from peers.
Parent involvement remains important throughout. Even with teens, therapists often include a parent check-in to keep you in the loop and coordinate changes at home.
Therapists also often coordinate with pediatricians or psychiatrists about medication (with consent). For example, if I notice in sessions that a child cannot sit still for even two minutes and we’re getting nowhere, I might suggest to the parents to talk with their doctor about a medication trial to complement therapy. Or if a child on meds is experiencing blunted affect in session, I’d communicate that maybe the dose is worth re-evaluating.
Lastly, therapy can provide support and advocacy. ADHD can impact the whole family dynamic – sometimes sibling relationships are strained, or parents feel guilty or frustrated. A therapist can help mediate family conflicts or provide parent counseling for stress. We also often help write letters or attend school meetings as an advocate for the child’s needs.
Advocating for Your Child with ADHD
Being an advocate means being an informed, proactive voice for your child in all areas of their life. We’ve touched on advocating at school and with doctors, but here’s a quick summary of action steps you can take:
Education: Learn as much as you can about ADHD. Knowledge is power. There are great resources from CHADD (Children and Adults with ADHD), ADDitude Magazine (a popular ADHD parenting resource), and books like "Taking Charge of ADHD" by Dr. Russell Barkley. The more you know, the more confidently you can speak to others about your child’s needs and counter any myths or stigma.
Medical Advocacy: If you feel your concerns aren’t being heard, don’t hesitate to seek a second opinion. You have the right to be part of decisions about medications or treatments. Come to appointments with notes and questions. It can help to keep a log of your child’s symptoms/behaviors, so you can clearly show patterns to the doctor (e.g., “Here’s a week of our morning routine, you can see even with 10 hours sleep he was extremely active and unfocused from 7-8am each day.”). If medication is prescribed, understand what it’s for and what side effects to watch for – and communicate observations.
School Advocacy: Be respectful but persistent. Put things in writing (email is great for a paper trail and clarity). If you request an evaluation and don’t hear back in a reasonable time, follow up. Know the timelines – schools typically must evaluate within a certain number of days after consent. If you run into roadblocks, you might bring an education advocate (there are professionals who attend school meetings with you) or involve a therapist. Also, make sure your child’s voice is heard as they get older – in IEP meetings for teens, the student can often attend and share what helps them.
Insurance and Services: If therapy or certain programs are costly, check if your insurance covers some sessions or if there are community resources. Sometimes non-profits offer parent training classes or social skills groups. Don’t be afraid to ask providers about sliding scales or payment plans if needed.
Community: Connect with other parents of kids with ADHD. They can be a goldmine for tips (like which teacher at the school is great with ADHD kids, or simply offering moral support on tough days). If you can’t find any locally, online forums or Facebook groups can help – just remember to take medical advice from other parents with a grain of salt and always confirm with professionals.
Celebrate Strengths: Advocacy isn’t just about addressing problems – it’s also about highlighting your child’s strengths and ensuring they have opportunities to shine. If your child is a gifted artist, advocate for them to have a chance in art class even if their academic behavior is challenging. If they’re great with animals, maybe volunteer at an animal shelter. Sometimes success in one domain dramatically boosts self-esteem which improves behavior in other areas.
Above all, trust your instincts. You are the expert on your child. Professionals have expertise in general, but you know your kid in particular. If you feel something is off or a strategy isn’t working, speak up. A good clinician or educator will respect that and work with you.
Facing ADHD can be overwhelming, but you don’t have to figure it all out alone. Our team at South Denver Therapy is here to support you every step of the way – from diagnostic referrals, to creating a behavior plan, to collaborating with your child’s school. We offer ADHD-focused therapy for kids and coaching for parents in Parker, Castle Rock, and surrounding areas. Book a free consultation to learn how we can help your child build focus, confidence, and success. Let’s turn the challenges of ADHD into opportunities for growth!
Related Posts: If you haven’t already, read our guide on ADHD in Kids: How to Spot the Signs and Support Your Child for a deeper understanding of symptoms and day-to-day tips. For parents concerned about anxiety as well, see Understanding Child Anxiety: Symptoms, Triggers, and When to Get Help, since anxiety can sometimes co-occur with ADHD.
Frequently Asked Questions about ADHD Treatment
Which treatment is best for ADHD in children – therapy or medication?
There’s no single “best” that fits everyone, but combined treatment (therapy plus medication) often yields the greatest improvement. Think of it like this: medication can reduce symptoms (improve focus, self-control) in the short term, while therapy and parent strategies teach long-term skills and coping mechanisms. For a child with moderate to severe ADHD, medication can make therapy and learning much more effective – the child is better able to sit, listen, and practice new skills while on medication. That said, for mild cases or for very young children, many families start with behavioral therapy and see sufficient improvement without meds. Every child is different. Some do well with just structure and therapy, especially if their environment is very accommodating; others really need that medication support to reach their potential. The “best” treatment is the one that leads to your child thriving with minimal side effects. It’s often a journey – you might try therapy first, then add medication if needed, or vice versa. Consulting with a healthcare professional who knows your child is the way to tailor the approach.
What age is it appropriate to start ADHD medication for a child?
Medication is typically considered for school-aged children (6 and up) if ADHD symptoms are significantly impacting them. For children under 6, the first recommendation is behavior therapy rather than meds, because their brains are still developing and they’re very sensitive to meds. However, in some cases where a young child’s ADHD is extremely impairing (for example, they’re so hyperactive they can’t participate in preschool at all, or are hurting themselves impulsively), doctors might carefully use medication in a 4 or 5 year old. Generally, most kids who go on meds start in elementary school. There’s no upper age limit to start – even teens can benefit if they haven’t tried before. The decision of when to start also depends on the severity of symptoms and how much they’ve tried other interventions. If a 7-year-old is being expelled for behavior despite a solid behavior plan, medication might be introduced sooner. If a 7-year-old is doing okay with supports and maturing, parents might opt to hold off. It’s a personal decision to be made with your pediatrician, weighing risks and benefits.
What are the side effects of non-stimulant ADHD medications (like Strattera or Intuniv)?
Non-stimulants have their own side effect profiles, which differ from stimulants. For atomoxetine (Strattera), common side effects can include stomach upset, decreased appetite, fatigue, or mood swings. Some kids get a bit emotional or irritable as their body adjusts. There’s also a very slight risk of increased suicidal thoughts (as can happen with antidepressant-like meds), so doctors will ask parents to watch for any drastic mood changes, especially in the first few weeks. For guanfacine (Intuniv) and clonidine (Kapvay), the main side effect is sedation – kids might seem sleepy or low-energy, especially when first starting or increasing the dose. They can also lower blood pressure, so dizziness on standing or faintness can occur if the dose is too high (doctors start low to minimize this). Kids might also experience headache or stomachache. On the plus side, these meds can sometimes improve a child’s sleep (since they have a calming effect). For viloxazine (Qelbree), since it’s newer, reported side effects include somnolence, increased heart rate in some cases, or irritability. All non-stimulants can cause some adjustment period – usually side effects are worst in the beginning and then often subside. Unlike stimulants, which leave the system the same day, non-stimulant side effects can linger but tend to be milder overall. Always communicate with your doctor; often side effects can be managed by dose adjustments or timing of the dose (e.g., giving Intuniv at night to counter daytime drowsiness).
Can therapy or behavior strategies replace medication entirely?
For some children, yes. Especially if ADHD symptoms are on the milder side or very situation-specific, a strong regimen of behavioral strategies might be enough to keep them on track. Parent training can produce improvements equivalent to a low dose of medication in certain cases. Also, in structured environments (e.g., a Montessori school with lots of hands-on activity) a child might function well without meds but struggle in a more traditional classroom. So environment matters. However, if a child’s ADHD is severe – say they cannot focus for more than a minute, or their impulsivity is dangerous – therapy alone may not fully bridge the gap. It’s not an either-or for most; even kids on meds should use behavior strategies. But plenty of kids manage ADHD without meds, through consistency, accommodations, and perhaps herbal or nutritional supports, etc. It requires a lot of commitment and sometimes creative life adjustments (like choosing schooling that fits the child). Parents who want to avoid meds should absolutely engage in behavior therapy, work closely with the school, and consider other supports (exercise, coaching, mindfulness training for the child as they get older). There are also cases where after a few years on medication and skill-building, a child might go off meds and do okay because they’ve matured and learned coping skills. Essentially, replacing meds entirely is possible for some children, but it depends on the severity of ADHD and the strength of the support system around the child.
Are non-stimulant meds safer or better than stimulant meds?
“Safer” depends on how you define it. Non-stimulants are not controlled substances and don’t have abuse potential, so in terms of dependency or illicit use, there’s less concern – which might be especially relevant for teens (no one’s selling Strattera on the street, whereas Adderall can be misused in high school or college environments). Non-stimulants also tend to have more gradual effects and don’t cause the kind of appetite suppression or potential sleep issues that stimulants do for many. So, some would consider them “gentler.” However, non-stimulants can have their own side effects (as noted above) and they are generally less immediately effective for symptom control compared to stimulants. Stimulants, when used as prescribed, are considered very safe for children – they’ve been studied for decades. They don’t cause long-term organ damage or anything like that, and most side effects are reversible by stopping or reducing the dose. The term “better” is subjective: stimulants might be considered better at treating ADHD symptoms in the majority of kids (because they work quickly and strongly), whereas non-stimulants might be considered better for a child who cannot tolerate stimulants or has certain coexisting conditions. Some families feel more comfortable with non-stimulants because they’ve heard worries about stimulants – but remember, millions of children have used stimulants safely. Ultimately, it’s about what works for your child. For some, a stimulant is life-changing in a good way. For others, a non-stimulant provides enough help without the appetite or sleep issues. And for some, a combination is ideal. It’s not that one class is universally safer – they each have pros and cons. Always discuss your child’s specific health profile with the doctor (for instance, if your child has a heart condition, a doctor might lean toward non-stimulants). In general, both are considered acceptable treatments by medical experts.
How do I ask my child’s school for accommodations or an IEP?
Start by contacting your child’s teacher or school counselor and sharing your child’s ADHD diagnosis (if you have one) or your concerns (if you’re in process of evaluation). You can request a meeting to discuss supports. To trigger the formal evaluation process, it’s best to put your request in writing to the principal or special education coordinator: state that you suspect your child has ADHD (or state “has been diagnosed with ADHD”) and that you are requesting an evaluation for special education services and/or accommodations under Section 504. The school will then likely schedule a meeting (sometimes called an SST or child study team meeting) to decide on next steps. They might do some testing or they might proceed to writing a 504 Plan if the diagnosis is clear and teacher observations suffice. When advocating:
Be specific about your child’s challenges (e.g., “He reads well but cannot complete written work in the allotted time” or “She’s often in trouble for blurting out; she needs help with impulse control.”).
Come with suggestions of accommodations that you think would help (you can find lists online – e.g., modified homework, frequent breaks, etc.).
Keep a collaborative tone: “We all want Jane to succeed. How can we reduce the obstacles her ADHD is causing in the classroom?”
If the school is hesitant or says “grades are fine, so no need” but your child is suffering in other ways, politely persist. For a 504, academic impact doesn’t have to mean failing grades – it can be the huge effort needed to earn those grades or the behavioral issues.
Know your rights: Schools are required to evaluate if you request in writing. If you disagree with the school’s decision, you can request an independent educational evaluation or bring in outside documentation.
Once a plan is in place, stay in touch with the teacher to monitor how it’s working. These plans should be reviewed annually.
Remember, you don’t have to go in alone – you can bring your spouse, a friend, or even a therapist to meetings for support. Keep records of all communications. Most schools truly do want to help, but paperwork and processes can be slow, so (friendly) parental pressure often gets things moving.
What if we try a treatment and it doesn’t work?
ADHD management often requires tweaking. If a particular medication isn’t effective or has bad side effects, there are many alternatives to try – a different dose, another medication in the same class, or a different class altogether. If one therapist’s approach isn’t clicking with your child, it’s okay to seek a second opinion or try another therapist. Some kids take time to warm up to therapy; if after a few months there’s no rapport or progress, discuss it with the therapist – they might adjust the plan or refer you to someone who is a better fit. If behavior charts at home fail, a professional can help identify why (were the goals too hard? were rewards not motivating? was it inconsistent?). It’s rarely that “nothing works” – it’s usually about finding the right combination. It can feel frustrating in the interim, but don’t give up. Also, “doesn’t work” might sometimes mean it helped a bit but not enough. In those cases, layering strategies could be the answer (like therapy alone helped somewhat, but therapy + a low-dose med does the trick). Keep close track of what you try, and give each intervention enough time to judge properly. For example, give a new routine a few weeks to settle in, or a medication at least a few days (for stimulants) or a couple months (for Strattera) to gauge effect. One silver lining: as children grow, sometimes treatments that didn’t work before might work later (and vice versa). ADHD brains mature over time – some symptoms might lessen, or new challenges might arise. It’s an evolving process. The good news is, with persistence, most families do find a strategy mix that significantly helps their child. Stay flexible and communicate with your care team. Your child’s future is bright – ADHD may be a winding road, but with the right support, they can absolutely reach their destination successfully.
