Time Management
Written by:
Doug Grundman, BA, BEd, OCT
| February 2026
Effectively managing time is often cited by exasperated parents and teachers as one of the top challenges kids with ADHD face. Time management is an executive function skill that is required in all aspects of our day, and deficits in this area easily lead to frustration.
Time management is defined as the ability to accurately estimate time and meet deadlines. People spend a lot of energy trying different tools in an attempt to conquer time management. But if we dig a bit deeper, what we find is that when we talk about time management, what we’re really talking about is routines, transitions and energy.
Routines and the brain
Routines provide evidence that our brains can adapt and perform tasks on a regular basis. Getting up in the morning — no matter how challenging — qualifies as a routine because we do it every day. Playing video games, having a regular snack time, eating meals, and the beginning and end of the school day all qualify as routines.
Our brains rely on routines to reduce the effort required and anxiety associated with deciding what to do next. Once a routine is established, it becomes familiar and predictable.
Easy vs. difficult transitions
Our brains are constantly challenged to transition from one activity to the next. Sometimes transitions are seamless. An example of an easy transition for many students would be: arriving home from school, having a snack (transition), and then sitting down to play a video game (transition).
More challenging transitions could be:
- Quitting a game to come downstairs for dinner
- Getting out of bed in the morning
- Stopping one activity to begin studying
- Stopping one activity and preparing to leave the house
The difficulty lies not in the task itself, but in the act of stopping one activity and starting another.
Why transitions feel hard: the putty metaphor
To help explain why transitions are easy sometimes and difficult at other times, imagine a container of children’s putty. When the lid is removed, the putty appears smooth and perfectly shaped. To remove it, we must knead and coax it out. At first, it feels firm—almost solid. As we squeeze it, the putty warms up and becomes flexible, taking the shape we choose.
Our brains are like putty in a container. When comfortable, they resist sudden change. Each brain requires a different amount of time to “warm up” and comply with a transition. The key question becomes: how do we warm up our brains to make transitions easier?
Strategies to make transitions easier
Use existing routines to create new ones
Studies show that adding a new challenge or activity to an existing routine—either before or after—increases the likelihood that the new activity will take place. For example, studying is more likely to happen when it is scheduled before or after an established activity that already occurs regularly. This is known as habit stacking.
Reward accomplishments
Using gaming as a reward for studying makes the experience more enjoyable. Playing while carrying the nagging feeling that something still needs to be done is far less satisfying.
We do not put things off because we don’t want to do them. We put them off because the ways we have tried to get started in the past have not worked to our advantage. Without effective strategies, avoidance becomes the default.
Strategic thinking vs. spontaneous thinking
Our spontaneous brains tend to avoid effort. The first step in changing this pattern is taking power back from spontaneous decision-making and becoming more strategic. This shift moves us away from hoping things will work out and toward planning in ways that influence success. Having a plan increases our sense of control—and control feels good.
Manage your energy
Taking control of transitions and activities also means managing energy. We all have a limited mental energy supply. When that supply is low, focus and persistence drop sharply. The goal is to start a task when you have a good level of energy and not to get too depleted. We often try to grind it out, but this approach can backfire.
How having a plan and managing your energy can make your day less annoying
Scenario 1: Starting a task
Starting a task spontaneously
= higher risk of failure
When we suddenly remember something we need to do, we ask our brains to pivot, to transition, without warning. Often this happens at an inconvenient time — too early, too late, or when we are already engaged in something else. All of this can trigger the feeling of “I’m not in the mood,” and we can easily convince ourselves not to start.
Planning the start of a task
= higher likelihood of success
When we plan ahead, we give our brains time to warm up to the idea. We may imagine the task in advance or share the plan with others. Sharing plans creates accountability, which increases motivation. Planning allows us to transition strategically rather than abruptly. Strategic transitions reinforce a sense of control and satisfaction.
Scenario 2: Taking a break
Worst time to pause
Taking a break is least effective when we are:
● stuck
● frustrated
● out of mental energy
Taking a break at these time makes returning to the task more difficult because we are returning to the same obstacle, and we associate the task with a negative emotional experience.
Best time to pause
Taking a break is most effective when we:
● are in the middle of a task
● have positive momentum
● are not stuck and are in a good mood
Taking a break at these time makes returning to the task easier because we know exactly where to pick up, we retun in a positive emotional state, and our energy has been replenished.
How executive function coaching can help
All of this sounds pretty straightforward on paper, but it can be challenging for students with ADHD to put in place effective routines and rewards, and proactively manage their energy. These are skills that don’t always come naturally, but the good news is that they can be learned.
Executive function coaching is one-on-one work with someone trained specifically in these skills. A coach doesn’t just tell your child what to do; they help them figure out what works for their specific brain, build systems that actually fit into their life, and provide consistent accountability.
Get executive function coaching supportIn the end, success when it comes to time management is not about forcing ourselves to work harder, but about working more strategically with how our brain functions. Routines show us that our brains are capable of consistency, while transitions reveal where we are most vulnerable to resistance and energy loss.
By planning ahead, pairing new tasks with established routines, rewarding progress, and managing our limited mental energy, we take control away from spontaneous avoidance and replace it with intentional action. When we choose strategic transitions over abrupt ones, we warm up our brains, protect our energy, and greatly increase the likelihood of follow-through, satisfaction, and success.
Doug Grundman, an experienced teacher and executive function coach, is the co-Director of Executive Function Coaching at Red Oak. As a self-identified ADHDer, he relies on his professional and personal experiences to meet his students where they’re at. His devoted clients appreciate his down-to-earth approach to helping them have less annoying days.