Focus, starting, and ADHD

Give the later self a name and be a bit silly about it. Is Thursday you going to be furious with Monday you again? Is Thursday you always the one clearing up?

This lands with teenagers and with anyone bristling at being told what to do, because it is funny and the joke is what does the work. Turning the…

If the deadline is six weeks off and you can really only see three days ahead, do not try to grow the horizon. Move the deadline closer with a checkpoint.

A five minute catch-up with someone every couple of days does more than a beautifully drawn plan for the whole six weeks. In work with little…

When you ask a manager for regular check-ins, ask for them as a way of staying pointed in the right direction. That is a different conversation from asking to be watched.

Something like: could we take five minutes twice a week, so I can be sure I am working on what matters most to you. You are the one proposing it, so…

'It's bad for your health' and 'grades matter later' move nobody, least of all someone who has never seen what either one looks like.

If you want a future to carry any weight, it has to be pictured rather than stated. What does the day look like. Who is in the room. What is…

A consequence has to cost the person whose behaviour it is, in something they actually care about. If missing the bus mildly annoys your teenager and wrecks your morning, the cost is landing on the wrong person.

So move it. A few pounds for the lift, or the phone for the day. Say it plainly beforehand, then do it without the lecture attached. What counts as…

If the same crunch arrives every month, another talk about it will not shift next month. It was never a shortage of information.

For partners this is a hard one, because the frustration is completely fair. But a lecture adds shame to something that already feels unpleasant, and…

Ask people how it went. How was that meeting, how am I doing, what did you make of it. Nobody enjoys asking, and the information is not available any other way.

Ask one specific person about one specific thing rather than the room in general. If your read on yourself has been bent out of shape by years of…

If the only real deadline is the fortnightly meeting, invent some smaller ones. A couple of short catch-ups a week will do more for the work than the formal review ever does.

Ask for them as something that helps you, because it is true and it also lands better: five minutes on Tuesday and Thursday keeps me pointed at the…

Praise the sitting down at the desk, not only the finished piece. If recognition only shows up when something is completed, most weeks it never shows up at all.

Say what you actually saw, and say it close to the moment: you sat down twice today when you clearly did not want to. Small rewards work too, as long…

When a young person tells you something in their own blunt words, meet them there. Laughing together buys more trust than a well judged correction ever will.

Correct the language and you sort yourself into the same bin as every other disappointed adult, and after that the useful information stops arriving.…

Put the uncertainty at the front. Not Thursday, possibly Friday, most likely Monday is worth far more to the other person than a confident yes you cannot keep.

It feels worse to say, which is why people avoid it. But a hedge given early costs you nothing, while a promise broken later costs twice: the thing…

Score each target from one to five rather than done or not done, and have the teacher say a word about it and initial the sheet before the child leaves the room.

Half the work finished earns a three. That matters enormously for a child whose usual score would be nothing at all, because a pass or fail sheet…

Before anything else, check the child actually knows what the homework is. Most homework goes missing at that first step, not at the effort step.

It might be on the board, on the school portal or in the planner with the teacher having glanced at it, and any of those is fine as long as it can be…

Print the agreement out and stick it up where the child will see it. In a drawer it may as well not exist.

The moment that matters is the one where the console is right there and the maths is not started, and nothing you agreed a fortnight ago is in the…

Some people genuinely do not feel time passing. There is now, and there is not now, and the hour in between goes missing. That is a difference in perception rather than a comment on how much someone cares.

Worth saying plainly in a family where lateness has turned into a moral argument. A person who is never on time may be honestly surprised each…

Help lands best at the moment and in the place the behaviour is actually needed. A skill taught in a quiet room on Tuesday rarely turns up in a noisy classroom on Thursday.

Which means the teacher standing there at the time is in the strongest position of anyone, and the parent at the kitchen table is next. Someone…

A school to home report works daily for younger children and weekly for older ones. The point is to close the gap between what happened at school and anything that follows at home.

A young child cannot hold a week of behaviour in mind, so a week later means nothing to them. A teenager can, and daily can feel like surveillance.…

Put behaviours on the report, not grades. Finished the class work, followed the rules, got on with the others, handed the homework in.

A grade is weeks of work, a marking scheme and a bit of luck, and no child can decide on a Tuesday to have a better one. The behaviours underneath it…

Two to four targets is the usual advice and three is plenty. A longer list looks thorough and quietly stops working.

Every extra line is another thing a busy teacher has to notice and rate honestly at the end of a lesson, and another thing the child is meant to hold…

Send the report between the adults, by email or through the school system. Do not make the child carry a piece of paper to four teachers and then home.

Carrying a document around all day, remembering to produce it at the right moments and getting it home in a bag is exactly the sort of thing the…

A report card with nothing attached to it changes nothing. The ratings have to lead somewhere at home, to something earned or not earned that day.

The sheet is only a measurement. What actually shifts behaviour is what follows it, which means the family side is where these plans live or die.…

Early on, reward the work being finished even when it is rough. Accuracy tends to follow once things are getting done at all.

If the reward only arrives for good work, a child who never finishes anything earns nothing, and a plan that pays out nothing stops being a plan. Set…

When a decision is looming, write the options out rather than talking them through. A test is coming: do nothing, make a revision timetable, ask for extra help. Three lines on paper.

Options do not tend to appear by themselves when planning is hard, and holding three of them in mind while weighing them up is harder still. On paper…

Make handed-in homework one of the tracked targets. It is the thing that goes wrong most and the thing worth most when it goes right.

Homework has four separate places to fail: writing down what it is, bringing the right things home, actually doing it, and getting it back the next…

Look in often, say the good bits out loud, and stop for a few minutes about every hour. Three small things that carry more than any talk about concentrating harder.

Checking in supplies the noticing a child cannot yet do for themselves, and it lands better as a passing question than as an inspection. The praise…

Start with less work than they can manage, not more, and add back slowly. Break the long jobs into pieces small enough that each one can be finished and noticed.

Setting the first week deliberately below capacity feels like giving in. What it actually does is produce a run of finished things, and a child who…

Teach the school's online system properly, once, and then treat it as something known. I do not know how to use it cannot stay true forever.

Sit down together and go through it: where assignments appear, how to see what is due, what to do when it will not load. Until that has happened,…

Sort the room out before you sort the willpower out. One agreed place to work, television off, phone in another room for the duration.

Attention here is pulled by whatever is brightest, and a phone face down on the table still wins. Taking the competition out of the room is far more…

Guard sleep first, especially through any long stretch away from the usual routine. Once the nights slide, everything else you have set up starts giving way.

Holidays, illness and school closures are when bedtimes drift, and a fortnight of late nights undoes more than any homework plan can fix. Keep the…

Put the schoolwork early in the day and let the screens come after it. For a teenager early means later than you would like, but the order stays the same.

Effort is a thing that runs down through a day, so the demanding job goes where there is most of it left. Teenagers really do wake up later, and…

Often the most useful thing a clinician does is not delivered by the clinician. It is delivered by the teacher, or the parent, after a conversation you had with them.

Taking that seriously changes how the hour gets spent, towards talking with the school, coaching the parents and designing the arrangement, and away…

The classroom is the strongest place to help and most clinicians cannot get into one. That is a reason to work well in the next best place, not a reason to give up.

ADHD sits in how a brain is built, and the work is on the executive skills themselves rather than on attitude or effort. Where the moment of…

Being far apart is not the same as being out of touch. What usually stops contact is the question of who starts it, not the miles.

Distance turns into disconnection when both people wait for the other one. It helps to fix a when rather than promising to speak soon. The same…

Step in while a child is only starting to wind up, and offer something calming rather than a correction. Slow breathing, counting, a soft toy, a quiet corner for a few minutes.

Three to ten minutes in a set place is plenty. It works best when the offer is warm and matter of fact, one sentence, no lecture about what they did.…

The whole value of a calming corner is that the child can take themselves there. An adult may suggest it, but if it is only ever ordered, what gets learned is obedience rather than self-regulation.

Make it clearly available rather than assigned. They go, they take their few minutes, they come back with a short hello and a nod at whatever they…

Instead of sending a child out to sit and stew, send them to a side table for three very easy worksheets, then straight back to whatever everyone else is doing.

It takes them out of whatever was rewarding about the behaviour without leaving them with nothing to do and an audience to play to. Keep the work…

Time with people is not the nice extra you get to once the real work is done. Put it alongside sleep, medication and exercise rather than underneath them.

It helps to treat it like any other part of a plan, with something specific in the week rather than a general intention to be more social. One…

Belonging to the group does nothing. Going does. Having a friend does nothing either, unless you see them.

So count the actual events. How many times this week did you sit with someone, not message them. A number you can check beats a resolution to be more…

ADHD rarely turns up on its own. If anxiety or low mood is in the room as well, it needs treating in its own right, and that includes when it is the other partner who is struggling.

This is the part that gets missed in couples. One person becomes the identified patient and everybody works on them, while the other one's untreated…

If you run a group for people with ADHD, keep it to about five or six, or bring in a second facilitator. Past that you spend the session keeping order instead of doing the work.

The limit is not really about behaviour. It is about how many people one person can genuinely track while also holding the thread of the session.…