By Lisa Christopher

Lisa has collated comments from research on social media platforms to form this helpful range of strategies to help SENCOs (and other school staff) navigate the workplace with ADHD. These strategies while useful for staff with ADHD, would also of course benefit everyone (Lynn has also added a couple of ideas).

It’s completely understandable to feel overwhelmed in the SENDCo role, especially when managing ADHD. Many of the comments highlight shared experiences and a strong desire for effective strategies.

Here’s a summary of the key themes and a comprehensive list of suggestions, categorised for clarity:

Summary of Key Themes

The comments reveal a collective struggle with the demanding and multifaceted nature of the SENDCo role, particularly amplified by ADHD traits like distractibility, memory challenges, and executive dysfunction. The overwhelming consensus is that externalising information and creating robust systems are crucial for managing workload and reducing mental load. A recurring sentiment is the need to offload information from the brain and insist on written communication from colleagues. There’s also a strong emphasis on digital tools for organisation and tracking, alongside an acknowledgement that self-compassion and setting boundaries are essential. The value of admin support and peer coaching is also highlighted. Many feel the job itself, with its constant plate-spinning, almost requires an ADHD-like brain, yet paradoxically, it can be incredibly challenging for those with ADHD.

Suggestions for SENDCos with ADHD

Here’s a detailed list of strategies, resources, and tools shared by your peers:

Practical Tips

• Insist on Written Communication:
  • “Email me, please”: This is the most frequently suggested tip. For any verbal requests, corridor conversations, or ad-hoc discussions, politely but firmly ask colleagues to follow up with an email (e.g., “Could you send me an email please? Just a few words so I don’t forget as I don’t have a notepad with me and I’m on my way to X right now”). Keep emails as your to-do list: Don’t delete emails until they’ve been actioned. Keep them “unread” or in a specific “to-do” inbox until complete. Email subject lines: Encourage colleagues to use child initials or easily searchable codes in the subject line.
  • Separate SENDCo email: Consider having a dedicated SENDCo email address for all SEND-related communications, separate from your general school email.

• Structured Note-Taking & Documentation:
  • Dedicated notebooks: Use a single, designated notebook for everything. Date each page and use sections for specific children or meetings. Colour-coding actions: Underline actions in red in your notebook for instant visual cues. Meeting notes: Always take notes during meetings (handwritten or typed). Create clear “notes” and “actions” sections. If typing, email notes to yourself and relevant parties immediately. Scan/Upload: Scan handwritten notes into digital files (e.g., CPOMS, Edukey, OneNote).
  • “Brain Dump” section: Have a dedicated space (digital or physical) for random thoughts or ideas that pop up at inconvenient times.

• Time Management & Prioritisation:
  • Weekly planning: Dedicate time (e.g., Sunday or Friday afternoon) to organise for the upcoming week. Daily to-do lists: Create daily to-do lists, either digital or paper. Prioritisation matrices: Explore tools like the Eisenhower Matrix for urgent/important task prioritisation. “Do it NOW” motto: Tackle quick tasks immediately to prevent them from building up. Time blocking: Block out specific times in your calendar for focused work on particular tasks (e.g., EHCPs, referrals, paperwork).Breaks: Incorporate short, complete breaks (e.g., 50 min work/5 min break) to maintain focus and prevent burnout. Work from home days: If possible, negotiate days to work from home for focused paperwork tasks, as school environments can be highly distracting.
  • Set email boundaries: Consider an out-of-office message stating you check emails at specific times (e.g., after lunch) to avoid constant distraction.

• Organisation & Tracking:
  • Child-specific folders/systems: Maintain clear physical or digital folders/sections for each child, where all relevant information and communications are stored. Email folders: Create detailed email folders (e.g., 24hrs to reply, 48-72hrs to reply, hold, child-specific, agency-specific). Digital calendar for everything: If it’s not in your digital calendar, it doesn’t exist. Use it for appointments, deadlines, reminders, and even blocking out work time. Visual cues: Use sticky notes (physical or digital) for immediate reminders. “Unread” email strategy: Keep emails unread until actioned, or move them to a “to-do inbox. “Physical in-tray/chair for paperwork: Instruct staff to place paperwork on your chair, not directly on your desk, to maintain a clear workspace. No “only copies”: Ensure you always receive a copy or have paperwork scanned/added to files before you receive it.
  • Body doubling: If possible, work alongside a colleague who is also focusing on their tasks to maintain mutual accountability and focus.

• Communication with Staff:
  • Share your workflow: Let staff know how you work (e.g., “I need it in an email”).
• • Online concern forms: Create online forms for staff to log SEN concerns, prompting them for key information like tried strategies and parental/pupil views. There is a concern form and accompanying QFT strategies
  on PYM’s free SENCO download page (about 2/3 of the way down).
  • Regular check-ins: Talk regularly with key staff about what you’re doing for specific children so others are aware.
  • Use the Positive Young Minds Workload Tracker to support discussions with leadership

• Self-Care & Self-Compassion:
  • Know your limits: Recognise when your concentration is waning and take short breaks (e.g., 5 minutes outside). Remember your “why”: Focus on the positive impact you have on children to stay motivated. Be kind to yourself: Acknowledge that you’re human and some things may be forgotten. Medication & health: If diagnosed, explore medication with a professional. Prioritise physical health and well-being.
  • Access to Work: Investigate the “Access to Work” scheme for potential funding for coaching or equipment.
  • Journaling: Support your mental health by journaling. Positive Young Minds has a SENCo Specific journal which you can find out about on YouTube here or explore in our shop here.

Online Resources & Apps

• Microsoft OneNote: Highly recommended for all notes, meetings, and “brain dumps.” Allows for multiple planners (yearly, monthly, daily) and linking to project pages.
• Microsoft Planner App: Map out your to-do list across different “buckets” (e.g., EHCP, Referrals).
• Microsoft To Do: Integrate with Outlook, set due dates, get satisfying “ding” for completion. Syncs across devices.
• Outlook/Google Calendar: Essential for all appointments, meetings, reminders, and blocking out work time. Use RAG-rating (Red/Amber/Green) for task status if the platform allows.
• CPOMS / Edukey / Provision Map: Centralised school systems for tracking student information and actions. Utilize their notification and task completion features.
• Trello (Kanban System): Visual task management with lists like “Backlog,” “Today,” “Doing” (limit to one item), and “Done.”
• Remarkable notepad (digital notepad): Praised as a “game changer” for writing notes in meetings, converting to text, emailing, and pinning until actioned. Lightweight and links across devices. The Kindle Scribe is also great and more cost effective.
• PLAUD AI recorder and transcriber: Records conversations (with permission) and transcribes them, can even generate to-do lists from spoken notes.
• ChatGPT / AI tools: Use AI to record meetings/conversations (with permission) for notes and action points.
• Google Tasks / Teams To Do List: For managing every tiny task.
• Online forms (e.g., Google Forms): For staff to submit SEN concerns.
• Facebook Groups: For seeking advice, solutions, and support from other SENDCos. Such as The Sweary SENCO!

Physical Items

• A4 Notebook: Essential for carrying everywhere, noting actions, and organising thoughts.
• Pen on lanyard: Always have a pen easily accessible.
• Post-it notes: For quick reminders around your computer or in your pocket.
• Fidgets: A box of fidgets in your office for self-regulation during demanding tasks.
• Small pocket notebook: For on-the-go notes and ideas.
• Teacher Planner (e.g., Positive Teacher Company): For writing to-do lists and structuring the week.
• Large Whiteboard: For visualising and tracking all tasks in your office.
• Dedicated SENCo book/planner: Some users found specific SENCo organisational books helpful.
• Standing desk / ergonomic chair / footrest: Equipment funded by “Access to Work” to allow for movement while working.
• Scanner and printer next to desk: To streamline the process of digitising documents.

It’s clear from these comments that many SENDCos, especially those with ADHD, are navigating similar challenges. The key is to find a system that works for you and to be persistent in implementing it, even if it feels difficult at first.