Start with curiosity
“Won’t” and “can’t yet” can look similar from the outside
Attention, working memory, impulse control and sense of time can all affect everyday tasks. These difficulties can have different causes; practical support helps while concerns are explored.
Make starting easier
- Name one concrete action, not the whole task.
- Put the instruction where it can be seen.
- Stay nearby for the first few minutes if that helps momentum.
Reduce executive load
Use support outside the young person’s head
- Break work into short chunks with a visible finish point.
- Use a checklist, timer, calendar or labelled place for essentials.
- Give one instruction, pause, then add the next.
- Build in movement and short planned breaks.
- Offer two acceptable choices when possible.
- Praise the process used, not just the final result.
“Open the document and write the title. That is the whole first step.”
When concerns continue
Gather examples and ask for advice
Speak to school and your GP if difficulties are persistent, happen across settings and significantly affect learning, relationships or daily life. ADHD should be assessed by an appropriately trained healthcare professional.
Trusted information used for this guide
Reviewed 7 October 2026. This guide is not a diagnosis or a substitute for clinical advice.