Practices

Keep consequences for the sake of honesty, but let praise and reward do most of the work. Punishment can tell a child what to stop and it cannot tell them what to do instead.

Children with this difficulty collect an extraordinary amount of correction over a childhood, from teachers, from parents, from other children.…

Go looking for the moment the child does the thing you have been asking for, and say so while it is still happening. Most of us watch for the problem and only notice the good behaviour when we have run out of trouble.

It helps to decide in advance what you are hunting for, so that starting the homework without being asked, or waiting a turn, actually registers…

If the internal clock is not there, put clocks in the room. Somewhere the child can see without turning round, a timer on the desk, one on the wall by where they work.

Think of it as a prop rather than a cure. The aim is not to train an ability into existence before the child is allowed to cope, it is to let them…

You did not choose which things hurt you. Where you are tender was set long before you had any say in it, and the only live question is what you do with it now.

This is worth saying out loud between two people, because each usually thinks their own soft spot is embarrassing and the other's is obvious. Try…

Before you explain anything about ADHD to someone, ask what they already think it is. What they tell you decides what your explanation can land on.

People arrive with family stories, cultural rules about mental health and firm views about medication, and none of it shows up unless you invite it.…

By the time somebody comes for an assessment, the poor opinion of themselves is usually decades old. Assume it is there even when the person in front of you is visibly doing well.

It rarely arrives as a complaint. It shows up as apologising for taking up your time, as brushing off achievements, as a joke about being useless…

With children, acting a situation out teaches far more than talking about it. Play the scene, swap roles, get it wrong, do it again.

Explaining social rules to a child who missed them leans on the same steady attention that let them slip past in the first place. Rehearsal skips…

Do one small good deed for someone else, together.

Turning outward as a pair, a little charity done side by side, quietly strengthens the two of you.

Before hammering out differences, start from common ground: what do we agree on, and what are our shared goals?

Name the agreement and the shared aim first. Building from what you have in common makes the rest easier.

Nurture a sense of we, not I: name what you share, your beliefs, goals, and the life you are building.

Seeing yourselves as a team, with shared values and aims, is a quiet strength in hard times.

Ask your spouse about a dream they hold for their life, and one small way you could back it.

Not a task for this week. A hope for their life. Knowing it, and helping toward it, joins two lives.

Talk with your spouse about what your roles at home mean to each of you, not just who does what.

Not a chore chart. What providing, nurturing, or protecting means to you underneath.

Name one goal you are building toward together, and say it out loud as ours.

The home, the children's upbringing, a habit of worship. Something you are making together.

Agree with your spouse on one value you want your home to stand for, and live it this week.

Generosity, honesty, patience, prayer. Pick one, name it, and let it show in the house.

Tell your children, or each other, one good part of your story of us.

How you met, a hard thing you got through, why you are proud of this we. Say it aloud.

Wake gently for a prayer together at night, even once this week.

A shared moment turned toward God, in the quiet of the night, binds two hearts to something larger than themselves.

Rather than arguing that someone ought to get organised, ask one question. Would your life be better if fewer things slipped, fewer people were annoyed with you, and you spent less of the day worrying about what you had forgotten?

The answer is nearly always yes, and it lands differently when the person says it instead of hearing it. Keep the list concrete and drawn from their…

A child who cannot yet catch their own drifting needs somebody close enough to catch it for them. Where they sit does a lot of that work quietly.

From nearby a teacher sees attention go before the work is lost, and can bring the child back without stopping the lesson for everyone. Proximity…

Bring a child back with the smallest signal that does the job. A tap on the desk, a hand on the shoulder, or simply standing beside them will usually be enough.

Say a child's name across a room and everyone turns to look. Do that twenty times a day and the child learns something about themselves in front of…

Get the child's eyes first, then give one instruction. The page, how much, and by when, and then stop.

An instruction thrown at a busy room never reaches the child who most needs it, so the name and the eye contact come before any content at all. Then…