Frequently asked questions

Yes. Your sexual orientation has no bearing on your suitability to foster, and same-sex couples and LGBTQ+ applicants are warmly welcomed as foster carers. The assessment considers the same things for everyone: the stability of your relationships, the safety of your home and your ability to meet a child's needs. What counts is the quality of care you can provide.

Absolutely. Being divorced or separated does not prevent you from fostering. Your assessor will simply want to understand your relationship history, how things ended and how you manage any co-parenting, as this helps build a full picture of your emotional resilience and stability. Many single and previously married people make excellent foster carers.

Yes. You do not need to be married or in a civil partnership to foster as a couple. What assessors look for is a stable, committed relationship that can offer a child a secure home. You will both be assessed together, and the strength and longevity of your relationship will naturally form part of that conversation.

There is no fixed legal minimum, but most fostering services like to see a settled, established relationship, often around two years of living together, so they can be confident the partnership is stable. If you have been together for less time, it is still worth talking to us, as we look at your circumstances as a whole rather than applying a rigid rule.

Yes. Speaking English as an additional language is not a barrier to fostering, and bringing another language and culture into a child's life can be a real strength. You will need to communicate effectively with the child, professionals and the agency, and support with this can often be arranged where it is needed.

You do not need to be a British citizen to foster, but you will usually need settled status or the right to remain in the UK on a long-term basis, as fostering is an ongoing commitment. Your immigration status is checked as part of the assessment. If you are unsure whether you qualify, get in touch and we can talk it through.

Your faith and beliefs are respected, and people of all religions and none foster successfully. Your assessor may explore your beliefs to understand your values and how you would support a child's own identity and background, which may differ from your own. The key is an open, inclusive approach that always puts the child's needs first.

Yes. You do not need to own your home to foster. What matters is that your home is stable, safe and suitable, with enough space for a child. If you rent, your assessor may ask about the security of your tenancy, and it can help to let your landlord know of your plans. Renting is no barrier to becoming a foster carer.

Yes. Foster carers live in all kinds of homes, including flats and apartments. The important thing is that the home is safe, comfortable and has appropriate space, usually a spare bedroom for the child. Your assessor will carry out a health and safety check of the property, whatever its type, to make sure it is suitable.

In most cases, yes. Fostering services generally expect a foster child to have their own bedroom, so a spare room is usually needed. There can be some flexibility depending on the type of fostering and the ages involved, so if you are unsure whether your space is suitable, it is always worth asking us before you begin.

Pets are welcome in many fostering households and can be wonderful for children. As part of the assessment, your assessor carries out a simple pet check to make sure any animals are safe and well cared for, and to consider temperament, particularly with dogs. It is about safety, not about excluding pet owners.

Driving is not usually an absolute requirement, but being able to get around reliably is important, as fostering involves school runs, contact visits and appointments. If you do not drive, your assessor will look at how you would manage transport, for example through public transport or a partner who drives. Good local links can make a real difference.

A disability or health condition does not prevent you from fostering. As part of the assessment you will have a medical, which is reviewed by the agency's medical adviser, to check that you are well enough to care for a child over time. The focus is on your ability to provide safe, consistent care, not on the condition itself, and reasonable adjustments can be considered.

Smoking or vaping does not automatically rule you out, but there are usually restrictions, particularly for very young children or those with certain health needs, who may not be placed with people who smoke. Many services also ask carers not to smoke in the home or car. Your assessor will discuss this openly and explain any policies that apply.

Not necessarily. An enhanced DBS check is part of every assessment, but a criminal record does not automatically disqualify you. Certain offences, especially those against children, are an absolute bar, but many older or minor convictions are simply discussed openly to understand the context. Honesty is essential; it is far better to disclose something up front than for it to emerge later.

Completely honest. The assessment explores personal and sometimes difficult areas, and it is designed to understand your whole story, including mistakes and hard experiences. Assessors are not looking for a perfect past; they are looking for insight, honesty and resilience. Being open builds trust, whereas anything concealed that later comes to light can seriously affect your application.

If a reference raises a concern, your assessor will usually explore it with you rather than simply reject your application. Sometimes a referee is not appropriate, or a comment needs context, and additional references may be sought. Any genuine concern about your suitability is looked at carefully and fairly, and you will have the chance to respond.

Not routinely. Your named personal referees are the people contacted for references, and your assessment does not usually involve approaching neighbours. If there were a specific reason to gather wider information, this would be discussed with you first. Your privacy is respected throughout the process.

Only with your knowledge. If a reference relating to your work is needed, it is arranged with your agreement. You choose your personal referees, and any professional or employment reference is handled openly, so nothing happens behind your back.

Fostering does not require you to be wealthy, but your assessor will look at your financial stability to make sure you can manage day to day. This usually means a straightforward review of your income, outgoings and any debts, to confirm your household is financially secure. Foster carers also receive a fostering allowance to help with the cost of caring for a child.

Yes. Being in receipt of benefits does not stop you from fostering, and many foster carers claim benefits. The fostering allowance you receive as a carer is generally treated separately, though it is sensible to check how fostering might interact with your particular circumstances. Financial stability, rather than a specific income level, is what matters.

Just let your assessor know. Life changes such as a house move, a new job, a relationship change or a health issue can usually be accommodated, and the assessment simply takes account of your updated situation. Being open about changes keeps your assessment accurate and on track, and your assessor will talk through any impact with you.

Yes. If something significant happens, it is often possible to pause your assessment and pick it up again when the time is right. Fostering services would far rather you took the space you need than push on at a difficult moment. Talk to your assessor, and together you can agree the best way forward.

This is a normal and positive part of the process. Assessment is partly about preparation, so your assessor may highlight areas to develop, such as further training or building your support network. These are usually things you can work on rather than reasons to stop, and the aim is to help you become the best carer you can be.

In many cases, yes. If you are partway through, or already approved, there are established routes to move between fostering services, and much of the information already gathered can often be shared to avoid starting from scratch. If you are considering a transfer, talk to us about where you are in the process and we can explain your options.

There is no single fixed age, but ADHD is most often diagnosed once a child has started school, frequently from around the age of five or six, when difficulties with attention or activity become clearer against everyday expectations. Some children are assessed earlier where concerns are significant, though diagnosing very young children takes particular care. What matters is that the difficulties are persistent, present in more than one setting, and genuinely affecting the child's daily life, rather than the age itself.

Yes. ADHD is a lifelong condition, but many people are only diagnosed in adulthood, sometimes in their thirties, forties or beyond. Adults often seek an assessment after years of struggling with focus, organisation or restlessness, or after recognising traits while their own child is assessed. A diagnosis requires evidence that difficulties were present in childhood, even if they were never formally identified at the time. Being diagnosed later can still be genuinely valuable, opening the door to understanding and support.

ADHD can present differently in women and girls, which is one reason they are more often missed or diagnosed later. Rather than obvious hyperactivity, they may show more inattentive traits, such as daydreaming, disorganisation or being easily overwhelmed, and many learn to mask their difficulties to fit in. Good clinicians are alert to this and look beneath the surface, taking account of how ADHD can be internalised. The diagnostic criteria are the same, but experienced assessors know how differently it can appear.

It depends on how it is carried out and by whom. A remote or video assessment led by a qualified, registered clinician, following recognised criteria and drawing on questionnaires, history and information from more than one setting, can be just as valid as an in-person one. What is not reliable is a quick online quiz or a diagnosis based on a short questionnaire alone. If you consider an online assessment, check it is delivered by a registered professional and follows NICE guidance.

There is no single blood test or brain scan that diagnoses ADHD. Instead, clinicians use a combination of tools alongside a detailed clinical interview. These typically include validated rating scales and questionnaires, such as Conners for children or DIVA for adults, completed by the person and by others who know them well. Some services also use computer-based attention tasks. These tools support the assessment, but the diagnosis is a clinical judgement made against recognised criteria, not the result of any one test.

Sometimes, but rarely on the spot with no preparation. A thorough assessment usually involves questionnaires completed beforehand and information gathered from more than one setting, then a clinical interview that may last one to two hours. For some adults this can be enough for a clinician to reach a diagnosis in a single appointment. For children it often takes a little longer, as school input is needed. Be cautious of any service promising an instant diagnosis with no proper evaluation.

A little preparation helps. It is worth noting down the difficulties you experience and specific examples of how they affect daily life, at home, at work or at school. Thinking back to childhood, and gathering any old school reports, can be useful, as evidence of early difficulties is part of the criteria. Completing any questionnaires sent in advance, and arranging for someone who knows you well to contribute, also helps. Most of all, be open and honest during the assessment.

A screening is a brief, initial check, often a short questionnaire, that indicates whether ADHD is likely and whether a full assessment is worthwhile. It cannot, on its own, diagnose ADHD. A full assessment is a detailed clinical evaluation by a qualified professional, drawing on questionnaires, developmental history, information from more than one setting and an in-depth interview, measured against recognised criteria. Only a full assessment can lead to a formal diagnosis, so screening is best seen as a helpful first step.

Yes. Several conditions share features with ADHD, including anxiety, depression, sleep problems, learning difficulties and autism, and difficult life circumstances can also affect attention and behaviour. This is exactly why a proper assessment matters. A skilled clinician does not simply confirm ADHD; they consider and rule out other explanations, and recognise where ADHD exists alongside another condition. Getting this right ensures any diagnosis is accurate and that you are pointed towards the most appropriate support.

A diagnosis rests on clear evidence that meets recognised criteria. The clinician looks for a persistent pattern of inattention and/or hyperactivity and impulsivity that has been present over time, ideally since childhood, and that shows up in more than one setting, such as home and school or work. There must also be evidence that these difficulties cause real impairment in everyday life, and that they are not better explained by another condition. This evidence comes from interviews, questionnaires and accounts from others.

An adult ADHD assessment involves completing validated questionnaires beforehand, then an in-depth clinical interview with a qualified professional, usually lasting one to two hours. The clinician explores your current difficulties with attention, focus, organisation and impulsivity, how they affect your work, relationships and daily life, and evidence that traits were present in childhood. They also consider other possible explanations. Where the criteria are met, you receive a diagnosis and a written report with recommendations and next steps.

Adults with ADHD often describe difficulty focusing or, conversely, hyperfocus on things that interest them, alongside disorganisation, procrastination, poor time management and forgetfulness. Many feel constantly overwhelmed or restless, struggle to finish tasks, act on impulse, or find their emotions hard to regulate. These traits can affect work, finances, relationships and self-esteem. Because adults often develop coping strategies, the signs can be subtle, which is why a thorough assessment looks at the underlying patterns rather than surface behaviour.

Yes. Doing well at school does not rule out ADHD. Many people, particularly those who are bright or highly motivated, or who had a lot of structure and support, manage to cope through school, sometimes by working far harder than their peers. Difficulties often become more obvious later, when the demands of work, independent living or parenting increase and that external structure falls away. An assessment considers your whole history, not just academic results.

Because ADHD begins in childhood, an adult assessment looks for evidence that traits were present early in life, even if never formally diagnosed. The clinician will ask about your childhood, your school experiences and your behaviour growing up. It can help to bring old school reports or to involve a parent or someone who knew you as a child, as their recollections add valuable detail. This childhood evidence is combined with the picture of your current difficulties to reach a diagnosis.

Yes, and they are very common alongside ADHD. Anxiety and depression can both mimic and mask ADHD, and living with undiagnosed ADHD can itself contribute to them. A skilled clinician takes this into account, working to understand which difficulties are due to ADHD, which are due to another condition, and where more than one is present together. A thorough assessment is designed to untangle this, so that the diagnosis is accurate and the right support can follow.

Yes, and it is often encouraged. Bringing a partner, parent, close friend or family member can be genuinely helpful, as they may recall examples of your difficulties, both now and in childhood, that you have not noticed or have come to see as normal. Their perspective adds useful evidence to the assessment. If they cannot attend, they may be able to contribute by completing a questionnaire or speaking to the clinician separately. You are welcome to bring someone for support too.

If you are diagnosed, you will receive a written report explaining the findings, and your clinician will discuss what happens next. Support can include practical strategies and coaching, therapy such as CBT, workplace adjustments and, in some cases, medication. Where medication is considered, it is started and reviewed carefully by an appropriate prescriber. Many adults find a diagnosis is a turning point, helping them understand themselves, be kinder to themselves, and access support that makes a real difference.

Where appropriate, yes. A diagnosis usually leads to a discussion about treatment and support tailored to you. This may include non-medication approaches, such as coaching, therapy and practical strategies, as well as medication where it is suitable and you wish to consider it. Any medication is managed and monitored by a suitably qualified prescriber. Treatment is a shared decision, and you are never obliged to take any particular option; the aim is to find what works best for you.

Yes. It is common for ADHD to exist alongside other conditions, such as anxiety, depression or a history of trauma. Having another mental health condition does not prevent an ADHD diagnosis. The clinician's task is to look at the whole picture, distinguish between conditions where possible, and recognise where more than one is present. Identifying ADHD alongside another condition often helps make sense of difficulties that previous support had not fully explained.

For many people, yes. A diagnosis can bring real clarity, helping you understand lifelong patterns that may have caused frustration or self-blame, and it opens the door to strategies, adjustments and, where appropriate, treatment. Even where ADHD is not diagnosed, a good assessment can identify what else might be going on and point you towards the right help. Only you can decide, but if ADHD traits are affecting your life, an assessment is often a worthwhile step.

In teenagers, ADHD may show as difficulty concentrating or completing schoolwork, disorganisation, forgetfulness, and leaving things unfinished. Some are restless, impulsive or talkative, while others are quietly inattentive and easily distracted. You may notice mood swings, difficulty managing emotions, or friction at home and school. Because adolescence brings its own challenges, and some teenagers mask their difficulties, the signs are not always obvious. What matters is a persistent pattern that affects several areas of their life.

As children grow, obvious physical hyperactivity often settles into a more internal restlessness, so teenagers may appear less overtly active but still struggle with focus, organisation and impulsivity. The demands of secondary school, exams and greater independence can make difficulties more visible, just as the structure of primary school falls away. Social pressures and emotional ups and downs also play a bigger part. Assessment takes account of these differences and the particular context of adolescence.

Schools often play an important part. Teachers and the special educational needs coordinator (SENCO) may be the first to notice difficulties and can raise concerns with parents, put in place support, and suggest that an assessment is considered. A school cannot itself diagnose ADHD, but its observations are extremely valuable evidence, because ADHD needs to be seen across settings. If a school has suggested an assessment, it is well worth discussing with us or your GP.

The assessment gathers information from more than one setting, so parents and school are usually asked to complete questionnaires and share observations. The clinician meets the young person for an in-depth interview, exploring their difficulties, development and how things affect them at school, at home and socially, while considering other explanations. Where the criteria are met, a diagnosis is made and explained to the family, with a written report and recommendations for support. The process is handled sensitively and age-appropriately.

Yes. For a teenager, parents or carers are an important source of information, as they can describe difficulties over time and across situations, including in early childhood. Parents are usually asked to complete questionnaires and take part in the assessment, and they are involved in discussing the outcome and next steps. At the same time, clinicians give the young person space to share their own views, recognising that teenagers have valuable insight into their own experiences.

It is possible, but information about how a young person functions at school is important, because ADHD must be seen in more than one setting. Where school reports are not available, clinicians can gather evidence in other ways, for example through questionnaires completed by a teacher, or accounts from the young person and family about their school experiences, past and present. If a diagnosis is harder to confirm without this evidence, your clinician will explain what is needed and why.

ADHD can make exams and coursework harder, through difficulties with concentration, organisation, revision and managing deadlines, even in able students. The good news is that support is available. A diagnosis, or evidence of need, can help a school or college put reasonable adjustments in place, which may include extra time in exams, a quieter room, or study support. Identifying ADHD around this stage can make a real difference to a young person reaching their potential.

ADHD is a neurodevelopmental condition that is present from childhood, so it does not suddenly begin in the teenage years. However, it is often first recognised then, because the increased demands of secondary school and growing independence bring difficulties to the surface that were previously masked or managed. So while the ADHD itself is not new, a teenager being identified and diagnosed at this stage is very common, and the earlier traits will usually be evident when explored.

After a diagnosis, support is tailored to the young person. It can include practical strategies and coaching, adjustments at school or college, and help for the family in understanding and responding to ADHD. Therapy may help with related difficulties such as anxiety or low self-esteem, and in some cases medication is considered, managed by an appropriate prescriber. A diagnosis can also support requests for formal help, including reasonable adjustments or an Education, Health and Care Plan.

You can help by talking openly with your teenager about why an assessment might be useful, reassuring them that it is about understanding and support, not blame. Encourage them to think about the difficulties they notice and how these affect them. Gathering school reports and completing any questionnaires in advance is helpful, as is involving their school. On the day, let them share their own views, and remind them there are no right or wrong answers, only honest ones.

Early signs can include a child who finds it very hard to concentrate, is constantly on the go, or acts without thinking. You might notice difficulty following instructions, being easily distracted, forgetfulness, fidgeting or an inability to sit still, and strong reactions or impulsive behaviour. Many young children are naturally energetic, so what stands out with ADHD is a pattern that is more marked than in other children of the same age, is persistent, and affects everyday life.

There is no single right age, but children are most often assessed once they are at school, frequently from around five or six, when difficulties become clearer against classroom expectations. If concerns are significant earlier, it is still worth seeking advice. The important thing is not to wait unnecessarily if your child is struggling, as earlier understanding can bring earlier support. Speak to us, your GP or your child's school if you are unsure whether the time is right.

A qualified clinician diagnoses ADHD in children by gathering evidence from home and school and assessing it against recognised criteria. Parents and teachers usually complete standardised questionnaires, and the clinician meets the child, considers their development and early history, observes them, and rules out other explanations. Because ADHD must be seen in more than one setting, information from school is important. Where the pattern and impact meet the criteria, a diagnosis is made and explained to the family.

Almost always, yes. Teachers see your child in a structured environment alongside their peers, so their observations are extremely valuable and are usually gathered through questionnaires or written feedback. This helps confirm that difficulties are present across settings, not only at home, which is an important part of the criteria. School involvement also means that, after any diagnosis, teachers are well placed to put helpful support and reasonable adjustments in place.

This is one of the most common questions, and it is exactly what an assessment is designed to answer. Lots of children are lively and full of energy, which is completely normal. ADHD is different: the difficulties are more intense than in other children of the same age, they are persistent over time, they appear in more than one setting, and they genuinely interfere with learning, friendships or family life. A professional assessment can tell the difference reliably.

You can expect to complete questionnaires beforehand, and for your child's school to contribute too. During the assessment, the clinician will talk with you about your child's development, behaviour and difficulties, and will meet and observe your child in an age-appropriate way. They consider other possible explanations before reaching a view. Afterwards, you receive a clear outcome and, where appropriate, a diagnosis, set out in a written report with recommendations for support at home and school.

Yes. ADHD can make school genuinely challenging. A child may struggle to concentrate, follow instructions, sit still or wait their turn, and may act impulsively or become frustrated easily. This can affect their learning, friendships and confidence, and is sometimes mistaken for naughtiness rather than a difficulty they cannot easily control. Understanding that ADHD is behind these behaviours allows school and home to respond with the right strategies and support, rather than simply discipline.

After a diagnosis, you will have a written report and a discussion about support tailored to your child. This can include practical strategies for home and school, reasonable adjustments in the classroom, and help for you as parents in understanding and responding to ADHD. In some cases medication is considered, managed by an appropriate prescriber. The report can also support requests for additional help, including an Education, Health and Care Plan where needed.

Yes. ADHD and autism often occur together, and it is quite common for a child to have both. They can share some features, such as difficulties with attention or social situations, but they are distinct conditions. A thorough assessment takes this into account, and where both are present, recognising each one helps ensure your child gets the full understanding and range of support they need. If autism is a concern too, do mention it when you enquire.

Support is wide-ranging and tailored to the child. It can include strategies and adjustments at home and school, such as clear routines and classroom accommodations, guidance and training for parents, and support for the child's confidence and friendships. Therapy may help with related difficulties, and medication is an option in some cases, overseen by an appropriate prescriber. A diagnosis can also open access to formal support, including reasonable adjustments and, where appropriate, an Education, Health and Care Plan.