“The school has been very supportive, and we haven’t had any phone calls going ‘this is ridiculous’, but in terms of his marks, even just he gets a little disappointed in himself because he wants to do better and he wants to finish the math test, and he just couldn’t concentrate,” she says.
“It’s not because he’s aiming to be annoying and waste time in class.”
While many schools are understanding and work with students with ADHD, the medication shortage is creating an extra layer of stress for families with children with additional needs, according to development pediatrician Dr Suzi Riess.
Riess, who treats children with behavioural issues, says the scarcity of Concerta is increasing demand for other medications and causing further shortages.
She says more doctors are having to find alternatives but they must be cautious when switching medications.
“You have to be able to start low [with dosage] and go up slowly, and for families it’s very stressful to navigate that,” Riess explains.
“I’ve had families who have finally found a good combination of medication, and it’s been really hard for them because they’ve experienced the benefit.”
For those living regionally or in outer suburbs, that can mean driving to multiple pharmacies to find the medication they need.
It’s also important for schools to be able to respond to changes in the behaviour of children, according to University of Melbourne associate professor of education Matthew Harrison.
Harrison, who specialises in inclusive education, helps train teachers on how to work with neurodivergent kids and also has ADHD himself.
“For teachers who are trying to plan supports for young people, if someone’s needs are changing based on whether they’re medicated or not, it can be really stressful,” Harrison says.
“It’s difficult for teachers, it’s difficult for the parents, and of course, it’s most difficult for the young people themselves.”
He says for many neurodivergent students, medication also helps them socially – not just in the classroom. It can also allow them to be more engaged and present.
Harrison says it is important that schools foster calm, predictable environments.
“It’s having routines and systems in place, even things about what happens when we arrive at school, what happens when we enter the classroom,” he suggests.
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Fostering positive relationships between teachers and their students is key, so when young people are struggling they can be open about it, he says.
“[Neurodivergent] kids have to feel safe and happy first before they’re learning.”
Sydney-based mum and accredited ADHD coach Sharon Collon agrees, and says she has seen a surge in parents raising concerns about limited medication supply.
“We’re having increase of more challenging behaviours at home and school environment,” she says. “We are seeing increased levels of distress.”
Collon says her husband and three sons all have ADHD, and finding the “holy grail” of medication meant going through a lot of trial and error.
“Everyone is unique, and some medications can make their behaviour worse or have negative side effects, so when you finally find the one that works for your child … to then have to stop it or swap it for another because of a shortage, it causes so much stress for families.”
One of her sons, whose ADHD had been well managed, had to switch from a medicine that was scarce.
“He got suspended twice in one week.”
She says it was also a blow to his self-esteem: he wanted to do well and had never faced disciplinary action at school.
“And it was all because he hadn’t had the right medication at that time.”
Collon says teachers supporting students with neurodiversity were struggling with medication disruptions but she urged them to opt for “connection”.
“You can’t discipline ADHD out of a child, and anytime someone tries to do that all it does is cause shame,” she says.
Kids may need to move more or go for “brain breaks” where they go for a short walk. They may also need additional supports like visual cues.
Many schools and teachers are already doing what they can, she explains, but it’s important for them to communicate with parents about what’s going on.
Mum Nadine Barkay is already concerned about what happens next for Alon.
“My community chemist has run out of Ritalin … and they don’t have a due date for it,” she says.
They eventually found it at another pharmacy, but the shortage is prompting the family to consider what to do next.
The Department of Education was asked if it was aware of the shortages.
“Schools ensure that every student is able to attend and learn in a safe environment, regardless of a student’s medical condition,” a spokesperson said in a statement.
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