The transition from the unstructured days of summer to the rigid schedules of September can be demanding for any family. However, for parents of children with ADHD, the start of the school year often brings a unique set of challenges. Between establishing new routines, managing morning urgency, and anticipating the academic demands ahead, the back-to-school season can easily feel overwhelming.
To help families start the academic year with confidence, we sat down with Dr. Elyse Bensusan, a highly regarded clinical psychologist and the founder of Bensusan Psychological Services in New York City. Dr. Bensusan specializes in comprehensive neuropsychological evaluations for children, adolescents, and adults. She is also the author of the newly released book, Follow Your Gut: A New York Parent’s Guide to Neuropsychological Evaluations, IEPs, and Special Education Services.
Known for her emotionally attuned, strengths-based approach, Dr. Bensusan shares her expertise on how to manage the back-to-school transition, when to seek a formal evaluation, and how to secure the right support systems for your child.
Interview with Dr. Elyse Bensusan
Q: Dr. Bensusan, the shift from summer to school is notoriously difficult for children with ADHD. Why is this transition so hard, and how can parents proactively reset for September?
Dr. Elyse Bensusan: Children with ADHD often thrive on routine, even if they resist it. Over the summer, the external structure provided by the school environment falls away. Sleep schedules shift, demands are lower, and there is more time for preferred activities. When September arrives, the sudden reintroduction of early wake-ups, sustained attention tasks, and homework can cause a shock to their executive functioning system.
To prepare, I recommend a gradual reset starting a week or two before school begins. Shift bedtime and wake-up times by 15 minutes each day. Reintroduce small, structured tasks, like reading for 20 minutes or organizing their room, to help them practice task initiation and sustained focus. Most importantly, keep the tone positive. Acknowledge that the transition is hard work, and validate their feelings rather than simply rushing them out the door.
Q: In your new book, Follow Your Gut, you help parents recognize early warning signs that their child might be struggling. What specific behaviors should parents watch for during those first few weeks of school?
Dr. Elyse Bensusan: The first few weeks are an adjustment period, so some friction is normal. However, parents should look for patterns that disrupt daily functioning. Are morning routines consistently ending in tears or meltdowns? Is a 20-minute homework assignment taking two hours of constant redirection? Are you noticing a high level of avoidance when it comes to talking about school or completing assignments?
Parents often know intuitively when something is off. That is exactly why I titled the book Follow Your Gut. If you sense that your child is working much harder than their peers just to keep their head above water, it is worth looking into. You do not have to wait for a parent-teacher conference to start asking questions.
Q: Many families are confused by the terminology surrounding school support. For a parent who suspects their ADHD child needs more help, where do they begin with IEPs or 504 Plans?
Dr. Elyse Bensusan: The terminology alone can stall the process for many families, which is why a large portion of my book breaks down the differences between IEPs, 504 Plans, and school evaluations.
A 504 Plan generally provides accommodations, like extra time on tests or preferential seating, for a student who can learn in a general education setting but needs adjustments to access the curriculum. An IEP (Individualized Education Program) is more intensive; it involves specialized instruction and measurable goals for a child who requires tailored educational services to make academic progress.
If you believe your child needs support, start by requesting a formal evaluation in writing from your school district. However, school evaluations sometimes focus strictly on academic qualifications. A comprehensive private neuropsychological evaluation provides a much deeper understanding of how the child processes information, regulates emotions, and functions in the real world.
Q: Your practice is widely recognized for a “strengths-based” approach. How does this specific methodology help a child transitioning back to school?
Dr. Elyse Bensusan: A deficit-only model focuses entirely on what a child cannot do. It can make the child feel broken and the parents feel defeated. A strengths-based model changes the entire lens.
When we evaluate a child, we certainly identify their areas of difficulty, but we also map out how they learn best, where they feel confident, and what motivates them. If a child with ADHD has excellent visual-spatial reasoning but struggles with working memory, we can use their visual strengths to support the memory deficits. This leads to recommendations that are actually usable in the classroom and at home. It empowers the child and gives the school actionable strategies for the new year.
Q: You also work with older teenagers and adults, and you recently launched a dedicated testing accommodations service. How does the back-to-school reset apply to high schoolers or adults facing standardized exams?
Dr. Elyse Bensusan: We increasingly see high-functioning individuals who managed to get through elementary or middle school without formal support, but who hit a wall when the executive functioning demands increase in high school, college, or graduate programs.
For these individuals, back-to-school might mean preparing for high-stakes exams like the SAT, ACT, LSAT, or MCAT. Our new testing accommodations service is designed specifically for these time-sensitive needs. We provide thorough, clinically grounded evaluations that align with the strict documentation standards required by testing boards. Ensuring these students have the accommodations they are legally entitled to, whether that is extended time or a separate testing room, can drastically change their academic trajectory.
Q: With so many providers in New York City, what final advice do you have for parents trying to find the right professional to evaluate their child this fall?
Dr. Elyse Bensusan: Look for someone who listens to you. A strong evaluation is a process of discovery, not just a score generator. Ask potential providers if they use a strengths-based model and how they translate test results into everyday recommendations. If the consultation feels rushed or if the provider only focuses on deficits, that may not be the best fit. Your provider should be a partner who brings clarity, insight, and practical support to your family.
Setting the Stage for a Successful Year
Getting ready for the back-to-school season with an ADHD child can certainly be demanding, but families do not have to figure it out alone. Recognizing the early signs of difficulty and seeking out a thoughtful, strengths-based evaluation can make a significant difference in a student’s academic year. Dr. Bensusan’s insights emphasize that securing the right support comes down to understanding the whole child. For parents wanting to learn more, her book, Follow Your Gut: A New York Parent’s Guide to Neuropsychological Evaluations, IEPs, and Special Education Services, is currently available on Amazon.
Families looking for individualized assessments or testing accommodations can contact Bensusan Psychological Services at 1751 Second Avenue, Suite AZ-5 in New York, call 917-440-2827, or email DoctorBensusan@gmail.com to schedule a consultation.
