Creating Routines That Work for Your Child

Discover tips, treatment options, and support strategies from the Finding Focus Care Team

Last Update: July 20th, 2025 | Estimated Read Time: 7 min

For children aged 5 to 12 diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD), everyday activities such as preparing for school, completing homework, or transitioning to bedtime can become significant challenges. These difficulties often stem from core symptoms of ADHD, including inattention, impulsivity, and impaired executive functioning.

Establishing predictable, supportive routines can provide structure, reduce stress, and improve overall functioning. Research consistently demonstrates that structured environments improve behavioural outcomes and emotional regulation in children with ADHD, particularly when routines are combined with positive caregiver engagement.  

The Importance of Structure in Childhood ADHD

Children with ADHD frequently struggle with executive function, the set of mental skills responsible for planning, organizing, and managing time. These challenges make it harder for them to follow multi-step instructions, transition between tasks, and regulate behaviour in unpredictable environments.

Routines help externalize structure. By making expectations visible and consistent, routines reduce the cognitive load on children and increase their ability to function independently. Consistent routines within the family environment were associated with reduced oppositional behaviours and improved emotional adjustment in children with ADHD.

Key Principles in Designing ADHD-Friendly Routines

1. Visual Cues and Predictability

Children with ADHD benefit from routines that are concrete and visual. A schedule that relies solely on verbal reminders can overwhelm a child’s working memory. Visual charts, pictorial schedules, and checklists externalize expectations and help children track progress.

For example, a morning checklist placed in the child’s bedroom or on the refrigerator can illustrate each step required before leaving for school. Tasks such as brushing teeth, packing a backpack, or putting on shoes become more manageable when illustrated visually and sequenced predictably.

Maintaining consistency in daily routines, especially regarding the order of activities, helps reduce anticipatory anxiety and increases compliance.

2. Breaking Tasks into Discrete Steps

Children with ADHD often struggle to process complex or vague instructions. A general prompt such as “get ready for school” may be too abstract to guide action. Instead, breaking the task into its component parts helps support executive functioning limitations.

For instance, “get dressed” can be divided into the following sequential steps: putting on socks, selecting a shirt, pulling on trousers, and so on. This stepwise approach increases task completion and gives the child frequent opportunities for reinforcement and success.

According to Kofler et al. (2011), task breakdown and external supports targeting working memory can significantly enhance task performance and reduce behavioural disruptions in children with ADHD.

3. Structured Transitions

Transitions between activities are common points of conflict. For children with ADHD, sudden shifts in focus, especially from preferred to non-preferred tasks, can trigger resistance or emotional dysregulation. Using consistent signals and countdowns (such as timers or verbal warnings) helps children prepare cognitively and emotionally for change.

Providing a five-minute warning before transitioning from play to dinner, for example, can give the child time to shift their attention gradually. Consistent transition cues, such as a particular sound or phrase, further strengthen this routine and reduce opposition.

Daily Routine Recommendations

Structured routines can enhance functioning at various key points throughout the day. The following sections outline routine strategies specific to mornings, after school, and bedtime.

Morning Routine

Morning routines often set the tone for the day. A rushed or disorganized morning can heighten stress and emotional dysregulation for both children and caregivers.

Effective strategies for the morning include:

• Preparing items the night before (e.g., setting out clothes, packing lunch)
  
  
• Using a visual checklist to guide morning activities
  
  
• Providing one-step instructions with brief pauses
  
  
• Allowing extra time by starting earlier than necessary

Limiting screen exposure before school is also advisable. Fortenbaugh et al. (2015) suggest that screen use prior to structured tasks can reduce attention span and increase distractibility in children with ADHD.

After-School Routine

The hours following school often involve multiple transitions, including snack time, extracurricular activities, and homework. An after-school routine can help reduce reactivity and support regulation.

Recommendations include:

• Starting with a snack and brief physical activity to decompress from the school day
  
  
• Creating a dedicated, quiet homework space with minimal distractions
  
  
• Segmenting homework into small intervals, using breaks as reinforcement
  
  
• Encouraging the child’s input in structuring the routine, which can increase cooperation

Collaborative routine planning also fosters autonomy and builds problem-solving skills.

Bedtime Routine

Many children with ADHD experience challenges with sleep initiation and maintenance. Owens et al. (2013) report that sleep disturbances are more prevalent in children with ADHD than in neurotypical peers.

A consistent bedtime routine may include:

• Maintaining the same sleep and wake times daily
  
  
• Establishing a predictable sequence of calming activities (e.g., bath, brushing teeth, reading)
  
  
• Limiting screen exposure in the evening
  
  
• Using environmental supports (e.g., blackout curtains, white noise machines) to reduce stimulation

Repetition and predictability during the bedtime routine help cue the child’s brain and body to prepare for rest.

Enhancing Routine Adherence Through Parenting Strategies

While structure is essential, its success depends heavily on caregiver responses. The following strategies can improve the effectiveness of routines and reduce conflict.

Positive Reinforcement

Children with ADHD are more responsive to immediate, tangible feedback. Positive reinforcement increases motivation and promotes desired behaviours. Caregivers are encouraged to provide frequent, specific praise (e.g., “You finished all your morning tasks, well done”) and consider using simple reward systems such as token boards or sticker charts.

These systems need not be elaborate; rewards can be as simple as additional time with a parent, a choice of bedtime story, or a small privilege.

Collaborative Problem-Solving

When certain tasks or transitions repeatedly result in resistance, it is useful to explore the underlying cause. For example, resistance to tooth brushing may be sensory-related (e.g., discomfort with bristle texture or mint flavour). Engaging the child in identifying the problem and generating solutions not only builds trust but also enhances self-advocacy.

This collaborative approach fosters a sense of competence and reduces oppositional dynamics.

Integration of Physical Activity

Children with ADHD often benefit from incorporating physical movement into their daily routine. Physical activity supports self-regulation, attention, and emotional processing. For younger children, this may include dancing between tasks or engaging in active play following structured periods. Integrating physical movement into transitions can also serve as a natural cue to shift attention.

When Routines Are Not Sufficient

Despite best efforts, some children may continue to experience significant challenges. In such cases, additional supports may be necessary.

Evidence-based interventions include:

• Behavioural Parent Training (BPT): Structured training for caregivers in evidence-based techniques tailored to ADHD.
  
  
• Cognitive Behavioural Therapy (CBT): Helps children develop self-regulation, emotional awareness, and problem-solving skills.
  
  
• Occupational Therapy (OT): Assists in developing adaptive routines and strategies for transitions and sensory needs.
  
  
• Pharmacological Treatment: When appropriate, medication can improve attention and impulse control, thereby increasing the effectiveness of behavioural interventions (Banaschewski et al., 2006).

Early intervention is key. Seeking support at the first signs of persistent difficulty can prevent escalation and support family well-being.

Conclusion

Routines serve as essential scaffolding for children with ADHD, helping them navigate daily life with greater independence and confidence. While structure alone cannot eliminate all difficulties, it provides a stable framework that reduces uncertainty and fosters success.

Caregivers play a central role in designing, modelling, and reinforcing these routines. Through consistent application, collaborative problem-solving, and emotional support, routines can become powerful tools for growth and resilience.

Establishing effective routines is not a one-time task, it is an evolving process shaped by each child’s unique needs. But with time, patience, and the right supports, routines can transform daily struggles into meaningful progress.

Finding Focus Care Team

We are a collaborative team of nurse practitioners, ADHD specialists, and clinical educators dedicated to advancing ADHD understanding and care. Each of our educational articles is medically reviewed and developed to empower families navigating ADHD. Please contact us at Finding Focus Support with any questions or requests for further resources.

References

Banaschewski, T., et al. (2006). Long-acting medications for the treatment of ADHD: A critical review. CNS Drugs, 20(11), 881–903. Link

Kofler, M. J., Rapport, M. D., Bolden, J., Sarver, D. E., & Raiker, J. S. (2011). ADHD and working memory: The impact of central executive deficits and exceeding storage/rehearsal capacity. Journal of Abnormal Child Psychology, 38(2), 149–161. Link

Owens, J. A., Spirito, A., McGuinn, M., & Nobile, C. (2013). Sleep habits and sleep disturbance in elementary school-aged children. Journal of Developmental & Behavioral Pediatrics, 21(1), 27–36. Link