DLA for a child with ADHD

Updated 6 October 2026 · Checked against GOV.UK and the DLA claim form (DLA1 Child, 10/25)

There is no rule that a child with ADHD does or does not get DLA. The claim form says the DWP pays for the impact a condition has on a child, not for the condition itself. What matters is how much more supervision, prompting and help your child needs than a child of the same age, by day and at night.

Describing ADHD at question 40

Question 40 has a table: each health condition or disability, how long your child has had it, what treatment they have and how often. The form's own first example is ADHD: problems started aged 4, cognitive behaviour therapy for one hour a week and Ritalin 30 milligrams (mg), one tablet a day.

'How long' means when the difficulties started affecting day-to-day life, not the date of diagnosis. For medication, copy the name, dose and how often from the label. If your child is waiting for an assessment, say so at question 23. Without a diagnosis, the form says to describe the difficulties anyway.

The test: compared with a child of the same age

GOV.UK says DLA is for a child who needs much more looking after than a child of the same age without a disability. For a child under 16 the law asks for help that is substantially more than children of that age normally need, or help that only younger children would need (section 72(1A) of the Social Security Contributions and Benefits Act 1992).

This matters with ADHD because DWP's guidance points out that children without a disability also need a lot of attention. The help only counts as substantially more when it is outside the whole normal range for that age. So show the difference: how often, how long and how closely you have to step in.

Supervision to keep them safe: question 66

Question 66 asks whether your child needs someone to keep an eye on them during the day because of how they feel or behave, or how they react to people, changing situations and things around them. Its parts include whether they can recognise and react to common dangers, regularly act impulsively and regularly become upset or frustrated.

The booklet's own worked example is a child who regularly becomes verbally aggressive and acts impulsively: both answers would be Yes. Its other examples include climbing onto window sills and doing things without thinking.

For each Yes, give a real example and say what would happen without you. Running off in shops, climbing furniture or hitting a sibling are the details that show why supervision is needed. Say how often you step in and whether you can leave your child alone in a room at all. The booklet says the middle rate can be paid where a child needs extra supervision right through the day.

Development and activities: questions 67 and 69

Question 67 is about extra help to understand how to behave and react to people and situations. It asks whether your child needs help to follow instructions, play with others, join in activities and behave appropriately. Several booklet examples may sound familiar: being fidgety and talking excessively; interrupting and not being able to wait their turn; having difficulty keeping friends because of the way they behave.

Describe the help, not just the behaviour. If you stand beside your child to take turns in a game, repeat every instruction or step in before a play date goes wrong, say how often and for how long. Question 69 covers hobbies and social activities, including ones your child would do with help. If they cannot stay at a club without you, say so.

Daily care and medication: questions 57 to 60

Daily care questions ask how often your child needs help each day and for how many minutes. At question 58 the booklet's examples include being easily distracted and needing to be repeatedly prompted to dress or undress. At question 59 they include having to be continually prompted or encouraged to eat. If washing, teeth or getting ready only happen because you stay and keep your child on task, count that time.

Question 60 covers medication, including reminding or supervising your child to take it. The booklet's example is a child who needs prompting to take medicine twice a day: you would write 2 for how often and 5 for the minutes. Its other examples include avoiding medicine because of side effects and being able to take it but needing supervision. If side effects mean extra help, for example with eating or sleeping, describe that too.

School and home

Question 68 asks about help at school or nursery, including moving safely between lessons, eating meals, taking medicine and behaviour. DWP's guidance says supervision or guidance at school can count when it is close and personal, such as a helper in class keeping a child focused on the tasks set. Our school evidence guide explains what to ask for.

The same guidance accepts that home and school evidence can look very different, for example when medication wears off after school. Its own example is a child with ADHD whose medication lasts through the school day. It says help needed only after the medication wears off is unlikely to count as frequent attention throughout the day, but may count as attention for a significant portion of the day (the lowest rate test). So describe your child's whole day as the form defines it, from waking until you go to bed: before medication works, the school run, after school and the evening.

Nights: question 70

Night on the form starts when everyone in the house is in bed, so help between your child's bedtime and yours counts as day help. If your child wakes and needs settling or re-settling, or needs watching because they are unaware of danger or may wander, question 70 asks how many nights a week, how many minutes each time and how many times a night. The booklet's examples include turning on taps or electrical equipment and unlocking doors to go outside. Our night-time care guide explains more.

Getting about outdoors: the mobility component

From age 5, the lower rate of the mobility component can be paid for a child who can walk but needs someone to guide or supervise them outdoors in places they do not know well. For a child under 16 it must be substantially more guidance or supervision than children of the same age in normal health need, or a kind they would not need at all (section 73(4A)). Routes your child knows well and manages alone are set aside (section 73(1)(d)).

Question 49 asks whether your child can walk safely next to a busy road, cross a road safely and understand common dangers outdoors. It also asks whether they regularly behave unpredictably or need physical restraint. The booklet's examples include suddenly running across the road to see a friend on the other side. DWP's guidance contrasts a five-year-old with road sense, for whom holding hands is enough, with one who may run into traffic at a whim and needs closer physical control.

Bad days and evidence

Question 42 asks whether your child's needs are the same on most days or change from day to day. If they change, say how many bad days there are in a typical week and what is different on them. Never describe a good day as if it were typical.

Useful evidence can include:

• a statement at question 38 from a teacher, SENCO or support worker (our free school statement template can help);
• your child's EHCP or other plan (question 37), sent as a copy;
• letters from the paediatrician, CAMHS or ADHD clinic that describe how your child is affected, not only the diagnosis and medication;
• school behaviour records or incident logs;
• a record of typical days and nights, such as our free care diary.

Send copies rather than originals, and do not send general fact sheets about ADHD. If a report is on its way, say so at question 89 and send the form anyway.

Frequently asked questions