Introduction: Supporting Children With ADHD in Singapore
Attention-Deficit/Hyperactivity Disorder (ADHD) affects many children in Singapore, influencing their ability to focus, regulate emotions, manage impulses, and cope with academic demands.
For parents, recognising these challenges is often the first step in seeking professional, specialised intervention.
When searching for therapists specialising in child ADHD in Singapore, it is important to look beyond surface-level behaviour management. Effective therapy addresses the neurological, sensory, cognitive, executive functions and emotional foundations of ADHD.
We explore what high-quality ADHD therapy looks like and how Assumption Learning supports children and families through a holistic, evidence-informed approach.
Understanding Child ADHD: A Neurodevelopmental Perspective
ADHD is a neurodevelopmental condition that affects executive functioning, including:
Sustained Attention and Working Memory
Emotional and Behavioural Control
Sensory Processing and Self-Organisation
Inhibition Control and Time-Management
Planning, Reasoning, and Adaptability
Children with ADHD may also experience co-occurring difficulties such as speech and language delays, sensory processing challenges, learning differences, postural alignment issues, or heightened emotional sensitivity.
For this reason, therapy must be individualised, comprehensive, and developmentally informed.
What Defines a Therapist Specialising in Child ADHD?
Parents seeking effective ADHD intervention should consider therapists who demonstrate the following qualities:
1. Neurodevelopmental Expertise
Specialised therapists work on strengthening underlying brain functions rather than focusing solely on outward behaviour.
2. Individualised Therapy Planning
Each child’s therapy programme should be tailored to their age, cognitive profile, sensory needs, and emotional regulation abilities.
3. Family-Centred Collaboration
Therapists should actively involve parents, providing strategies and home-therapy guidance that extend beyond the therapy room.
4. Integrated Therapeutic Approaches
Children with ADHD benefit most from programmes that combine sensory integration, cognitive training, communication support, executive function, and emotional development.
Assumption Learning: A Trusted Centre for Child ADHD Therapy in Singapore
Established in 2019, Assumption Learning is dedicated to nurturing children to become independent, functional, and confident individuals. The centre offers a warm, supportive environment where therapists work closely with families, recognising that every child’s journey is unique.
At Assumption Learning, therapists walk alongside children and parents as encouragers and advocates, celebrating progress while navigating challenges together.
Our focus is always on sustainable development and long-term well-being.
Specialists Behind Our ADHD Therapy Programmes
Meet the professional team at Assumption Learning, a dedicated group of experienced therapists and psychologists who work closely with families to provide personalised, neurodevelopmental support for children with ADHD, helping each child grow with confidence and independence.
Agnes Quek - Founder & Consultant Therapist
Ms Agnes Quek brings more than 19 years of professional experience in cognitive skills development and neurodevelopmental therapy. She is a Master Trainer in Cognitive Psychology and a certified consultant and therapist in neuro-developmental practices.
Her extensive training includes Neurofeedback, Neurostimulation, Sensory Integration (University of Southern California), MNRI Reflex Integration, Neuro-Developmental Treatment (NDT), and The Tomatis Method (Level 2 Consultant). Agnes has worked with infants, children, adolescents, and adults with complex cognitive and emotional challenges, shaping Assumption Learning’s holistic and neurological approach to ADHD intervention.
Grace Tan Shi Yi - Senior Therapist
Grace holds a Bachelor of Arts in Psychology with Latin Honours. Her academic background in cognitive, emotional, and language development, combined with her training including Sensory Integration, Neuro-Developmental Treatment (NDT), and Advanced Bimanual Therapy enables her to deliver therapy with clarity, empathy, and structure.
Sherry Teo Chuang Hong - Therapist
With a Bachelor of Science in Psychology, Sherry brings a strong foundation in attention, memory, and learning processes. Her training includes Sensory Integration, DIRFloortime (Play Therapy), strengthening and supporting her nurturing and patient approach to support children with ADHD who struggle with focus, emotional regulation, and learning confidence.
Look Xi En - Associate Educational Psychologist
Xi En holds a Master’s Degree in Educational Psychology and specialises in learning motivation, emotional regulation, and cognitive development. Equipped with training in Sensory Integration, her expertise is particularly valuable for children with ADHD facing academic and social challenges in school environments, supporting them through various play-based interventions.
Jasper Yap Khai Jun – Associate Educational Psychologist
Jasper holds a Master’s degree in Clinical Psychology from Royal Holloway, University of London, and a Bachelor of Science in Psychology from the University of East Anglia. His background in human behaviour, mental processes, and evidence-based cognitive intervention supports his work with children who have ADHD, learning differences, and complex developmental needs.
His experience as an Honorary Assistant Psychologist within the NHS in London strengthened his ability to work within multidisciplinary teams, build rapport with clients, and tailor intervention plans according to each child’s progress. Jasper’s postgraduate research explored the relationship between cyberbullying, mental health, and well-being in children aged 7–12, giving him valuable insight into the emotional and social stressors that may affect learning and development.
Fluent in English, Cantonese, and Mandarin, Jasper provides clear and inclusive communication for families, helping both children and caregivers feel supported throughout the intervention journey.
Olivia Neo Shimin - Therapist
Olivia’s training in child psychology, early childhood education, and clinical psychology equips her to work effectively with younger children. Coupled with her training in Sensory Integration, Speech Therapy Assistance, MNRI Reflex Integration, Supporting Students with ASD, Sensory Processing Dysfunction in Children, as well as Facilitating Language and Communication Skills in Children with Developmental Delays, she strives in areas including play-based therapy, speech, language and communication, early intervention, and developmental milestone support for ADHD children with attention and regulation difficulties.
Rachel Goh Rui Qi - Assistant Educational Therapist
Rachel is an Assistant Educational Therapist with a Diploma in Early Childhood Development and Education (Specialising in Chinese Language) from the National Institute of Early Childhood Development at Ngee Ann Polytechnic.
She has a strong foundation in child development, inclusive education, and curriculum planning, with practicum experience supporting young learners across cognitive, language, social, emotional, and motor development. She is committed to supporting every child’s growth through patience, empathy, and meaningful learning experiences.
Krystal Lee Yu En - Assistant Educational Therapist
Krystal is an Assistant Educational Therapist with a Diploma in Early Childhood Development and Education (Specialising in Chinese Language) from the National Institute of Early Childhood Development at Ngee Ann Polytechnic.
She is passionate about nurturing young children and supporting their growth across socio-emotional, motor, language, and cognitive development.
Krystal believes joyful and meaningful learning experiences help children feel confident, curious, and supported. She has participated in the SHINE Children & Youth Services reading programme, working with children with special needs and learning difficulties to strengthen their language and reading skills.
ADHD Therapy Programmes Available at Assumption Learning
Children with ADHD often benefit from multi-disciplinary intervention. Assumption Learning offers a range of programmes that support attention, regulation, and learning:
Speech, Language and Communication Therapy
Designed for children from 18 months onwards, this programme supports communication, social interaction, and language foundations essential for classroom success.
Helps children organise sensory input, improve self-regulation, and respond more adaptively to their environment.
Targets core cognitive functions such as focus, memory, processing speed, adaptability, and reasoning through structured, progressive activities.
An auditory stimulation programme designed to enhance listening skills, emotional regulation, and learning readiness.
Addresses functional visual processing difficulties that may resemble or exacerbate ADHD symptoms, such as poor tracking and convergence and divergence weaknesses.
Parents may explore the ADHD-related therapy programmes at Assumption Learning to identify the most suitable support pathway for their child.
How Specialised ADHD Therapy Supports Long-Term Development
ADHD therapy is not about changing who a child is. Instead, it focuses on strengthening the neurological foundations that allow children to function more effectively in daily life.
With consistent, specialised intervention, children often demonstrate improvements in:
Sustained attention and classroom engagement
Emotional resilience and self-confidence
Behavioural regulation at home and school
Social communication and peer relationships
At Assumption Learning, success is measured not only academically, but also by a child’s growing independence, confidence, and enjoyment of learning.
Choosing the Right Child ADHD Therapist in Singapore
When selecting a therapy provider, parents should consider:
Whether comprehensive assessments are conducted
The therapists’ training in neurodevelopmental and sensory-based approaches
Parent involvement and ongoing communication
Flexibility of programmes as the child develops
Assumption Learning addresses these considerations through its experienced team, personalised intervention plans, and family-centred care.
Helping Children With ADHD Thrive in Singapore
Finding the right therapists specialising in child ADHD in Singapore can make a profound difference in a child’s development. With the right professional guidance, children with ADHD can build strong foundations for learning, emotional resilience, and independence.
Assumption Learning offers compassionate, expert-led, and holistic ADHD therapy grounded in neurodevelopmental science and real-world experience. For families seeking meaningful, long-term support, it is a trusted partner in every child’s growth journey.
Frequently Asked Questions
1. When should a child begin ADHD therapy?
Early intervention can begin from toddlerhood when developmental concerns are observed. Early support often leads to better long-term outcomes.
2. Does ADHD therapy replace medication?
Therapy focuses on cognitive, sensory, and emotional development. Medication decisions should be discussed with a medical professional.
3. How long will my child need therapy?
Therapy duration varies depending on individual needs. Many children benefit from medium- to long-term intervention.
4. Can therapy help with school performance?
Yes. ADHD therapy often improves attention, emotional regulation, and learning readiness, supporting academic progress.
5. Are parents involved in the therapy process?
Yes. Parental involvement is essential for reinforcing progress beyond therapy sessions.