Parenting: Teaching Time Management to Kids

Children with ADHD typically have difficulty managing time. Time management is not a skill they acquire naturally; instead, it's something that often requires a "brave start" and intentional coaching. Children with ADHD have certain differences in brain functioning, particularly in the frontal lobe, which is responsible for executive functions. These functions include determining which stimuli to attend to, planning the steps of a project, organizing a work area, and,crucially, managing time.

A structured teaching approach can be incredibly helpful for any child who struggles with the "invisible" nature of time. One of the most effective ways to provide this structure is by "rumbling" with your own thought processes out loud. When you talk through how you manage your own day, you make the abstract concept of time management concrete for your child.

Modeling Time Management Out Loud

Saying things like, "I'm packing my lunch and getting my clothes ready tonight so I don't feel so rushed in the morning," brings the concept of preparation to life. This subtle, "walking through the process" teaching is often exactly what a child needs to begin building their own internal habits.

Other skills you can teach in this manner include:

• Planning for the Unexpected: "Let's plan on leaving an extra ten minutes early just in case traffic is backed up."

  
  

• Setting Boundaries on Tasks: "I really wanted to get some laundry in this morning, but we need to leave in five minutes and that's not enough time. It will have to wait until later."

  
  

• Establishing Rhythm: "Today is Saturday. On Saturdays, I pay the bills. Then we go get groceries."

  
  

• Avoiding the Overbook: "Sarah wanted to meet me for lunch today but I just had too much going on. We are going to meet her and Jimmy tomorrow after school at the park instead!"

  
  

• Regulating Under Pressure: "I'm tempted to just hurry out the door, but usually I end up forgetting something important when I do that. Let's take a breath."

  
  

• Prioritizing Rest: "After a long, busy work week, I like to just chill with a good book on Friday nights to recharge."

  
  

• Using Tools: "I have fifteen minutes to check email, then I need to get dinner started. I'm going to set the timer so I don't lose track of time."

  
  

• Evaluating Effort: "I thought it would only take us thirty minutes to rake the leaves, but we were at it for almost an hour! We'll know for next time."

  
  

Practicing Together

In addition to talking through your own day, you can help your child practice these skills directly. Set a timer for their screen time or have them pick out tomorrow’s outfit before bed to reduce morning friction. Regardless of how resistant or difficult these skills may seem at first, keep at it. With consistency and empathy, these strategies will eventually move from a "lesson" to a lifelong habit.

by Trish Carter, LIMHP, LCPC, BCN