Teacher Communication Strategies: Building Your Child’s Support Team
Strong home–school communication creates consistency, reduces misunderstandings, and helps your child feel safe. In Australia, schools are expected to make reasonable adjustments under the Disability Standards for Education (2005). Clear, respectful communication is the fastest way to secure the right supports at the right time.
Who’s on the team
Classroom teacher and (where relevant) Year Level Coordinator
Learning Support/Wellbeing staff (titles vary by sector/state)
School leadership if adjustments stall or are complex
Allied health (psychology, speech pathology, occupational therapy)
Parents/carers—experts on the child
Make first contact positive and easy
Open with strengths and a simple goal. Keep emails short and actionable.
Template — First contact
Subject: Support ideas for [Child] in [Class/Year]
Hi [Teacher],
Thanks for everything you’re doing for [Child]. We’re hoping to improve [target, e.g., starting work after instructions]. At home, these help:
• Visual checklist by the desk
• “First-then” language
• Short movement break after 15 minutes
Would any of these fit your classroom routines? Could we check in briefly next week?
Warmly,
[Name]
Meetings that get traction
Arrive with a one-page summary: strengths, current concerns, top 3 goals, and what success looks like in 6–8 weeks. Agree on who is doing what by when, and set a review date. Ask for brief minutes or take your own notes and email a summary.
Template — After-meeting summary
Subject: Thanks + next steps for [Child]
Thanks for today. We agreed to:
Visual task list on desk (Teacher)
Movement break pass (Teacher + [Child])
Timer for independent work at 10-minute intervals (Teacher)
Home practice: one-page checklist (Family)
Let’s review in Week 6. Warmly, [Name]
Practical classroom adjustments that help many students with ADHD
Preferential seating (low distraction; easy teacher proximity)
Written instructions + verbal check-back
Task chunking, timers, and movement breaks
Reduced copying from the board; provide templates or skeleton notes
Alternative ways to show learning (typing, oral response, visuals)
Clear, consistent behaviour expectations with frequent positive feedback
Extended time and reduced task length for writing-heavy tasks
Working with plans
Your child may have an Individual Learning Plan (ILP) or similar. Ask for measurable targets (“Will start independent work within 2 minutes in 4/5 opportunities”), specific strategies, who is responsible, and a formal review date.
Troubleshooting common hurdles
No response to emails: Try a brief, friendly follow-up; cc Wellbeing/Year Level if needed.
Inconsistent strategies between teachers: Request a quick huddle to align.
Adjustments agreed but not implemented: Seek a meeting with Wellbeing/Leadership; bring your notes and keep the tone collaborative.
Coaching your child to self-advocate (by age)
Early primary: Choice within structure (“Which checklist first?”).
Late primary: Practise asking for a movement break or written instructions.
Secondary: Draft polite emails to teachers, request catch-ups, and use planners.
When to involve outside supports
If progress stalls or needs are complex, a psychologist can translate assessment findings into classroom strategies, attend meetings, and help set up data tracking so progress is visible.
If school has flagged attention or learning concerns, an ADHD assessment provides shared language and evidence for reasonable adjustments.
Ready to get clarity? Book an ADHD assessment. Clear findings and school-ready recommendations to support your child’s learning. Clinics across Melbourne or telehealth.
Call 0422 651 697 or email katherine@gaytonpsychology.com.
General information only; not a substitute for personalised clinical advice.