Practices

Every practice in the library, in one list. Narrow it by how long you have, who it is written for, and where you are right now.

Narrowed down

625 practices
Area
How long you have
Who it is written for
Where you are right now
On your own, or with someone · Involves someone else
Theme
Medication and how it works 61Systems for daily life 37The cost of avoiding 36Screens and attention 26Staying regulated in conflict 24Moving your body 21Treatment and medication 20Exercise, food and other supports 15Knowing your partner 15Rebuilding trust 14Affection and touch 13What ADHD actually is 13What anger actually is 13Feelings and focus 13Listening and understanding 12Repair after rupture 11Your nervous system 11Your sense of time 11Rituals of connection 11Breaking the worry loop 11Answering bids 11Food, caffeine and fuel 10Facing it a step at a time 10Getting assessed and diagnosed 10Shared spiritual life 10Structure and routine 10The moment before you snap 10What worry does 10Grounding and settling 9Bringing the future closer 9Growing empathy 7Emotions as signals 7Cool the body first 7Get started 7When everything feels flat 7Equanimity and perspective 7Breathing 7Treatment and medication 7Choosing your response 7Remembering to do it 6Reading, numbers and learning differences 6When you use something to cope 5Shame and stigma 5Posture and how you carry yourself 5Tolerate distress 4Touch and bodywork 4Panic and the body 3Making it stick 3Practising under provocation 3Righteous anger and perfectionism 3Being seen and judged 3Obsessions and compulsions 3The fear underneath anger 2Shame 2Rest and pacing 2Help someone grieving 2Gratitude 2Fondness and admiration 2Feeling from the inside 2Ask and say no well 2What you are actually defending 2Living with uncertainty 1Validate yourself and others 1When you go numb 1Safety and grounding 1
Approach
When

Put behaviours on the report, not grades. Finished the class work, followed the rules, got on with the others, handed the homework in.

A grade is weeks of work, a marking scheme and a bit of luck, and no child can decide on a Tuesday to have a better one. The behaviours underneath it…

Five minutesSystems for daily lifeADHD skillsQur’an 2:286

Two to four targets is the usual advice and three is plenty. A longer list looks thorough and quietly stops working.

Every extra line is another thing a busy teacher has to notice and rate honestly at the end of a lesson, and another thing the child is meant to hold…

Five minutesSystems for daily lifeADHD skillsQur’an 25:67

Send the report between the adults, by email or through the school system. Do not make the child carry a piece of paper to four teachers and then home.

Carrying a document around all day, remembering to produce it at the right moments and getting it home in a bag is exactly the sort of thing the…

Five minutesSystems for daily lifeADHD skillsQur’an 4:28

A report card with nothing attached to it changes nothing. The ratings have to lead somewhere at home, to something earned or not earned that day.

The sheet is only a measurement. What actually shifts behaviour is what follows it, which means the family side is where these plans live or die.…

Five minutesSystems for daily lifeADHD skillsQur’an 3:159

Early on, reward the work being finished even when it is rough. Accuracy tends to follow once things are getting done at all.

If the reward only arrives for good work, a child who never finishes anything earns nothing, and a plan that pays out nothing stops being a plan. Set…

Five minutesSystems for daily lifeADHD skillsQur’an 2:280

When a decision is looming, write the options out rather than talking them through. A test is coming: do nothing, make a revision timetable, ask for extra help. Three lines on paper.

Options do not tend to appear by themselves when planning is hard, and holding three of them in mind while weighing them up is harder still. On paper…

Five minutesSystems for daily lifeADHD skillsQur’an 96:4

Make handed-in homework one of the tracked targets. It is the thing that goes wrong most and the thing worth most when it goes right.

Homework has four separate places to fail: writing down what it is, bringing the right things home, actually doing it, and getting it back the next…

Five minutesSystems for daily lifeADHD skillsQur’an 12:48

Look in often, say the good bits out loud, and stop for a few minutes about every hour. Three small things that carry more than any talk about concentrating harder.

Checking in supplies the noticing a child cannot yet do for themselves, and it lands better as a passing question than as an inspection. The praise…

Five minutesSystems for daily lifeADHD skillsQur’an 4:28

Not knowing how to do an ordinary thing, a bank transfer, a form, a phone call to book something, says nothing about your intelligence. It says nobody ever sat down and showed you.

These gaps hide well, because they embarrass people in a way that larger problems somehow do not. Someone can talk fluently about difficult ideas and…

Twenty minutesSystems for daily lifeADHD skillsQur’an 5:2

University is one route, not the route. Saying so only helps if you can name the others, so find out what actually exists before you have the conversation.

Apprenticeships, supported employment schemes, part time study, a trade, working while doing one course at a time. In many places there are publicly…

Twenty minutesSystems for daily lifeADHD skillsQur’an 16:43

Pick the place that will actually hold the person, not the one with the better name on the letterhead. Three years somewhere that fits beats one term somewhere that does not.

Ask concrete questions before anyone commits. Who notices when a student stops turning up. How are adjustments actually arranged, and by whom. How…

Twenty minutesSystems for daily lifeADHD skillsQur’an 28:26

Before asking for something new, find out what has already been agreed. A great many adjustments sit unused on paper because the student was never told, or the teacher was never told.

Get hold of the actual document and read it properly. Extra time, a quiet room, not being made to read aloud, notes given in advance: these are often…

Twenty minutesSystems for daily lifeADHD skillsQur’an 18:95

Start with less work than they can manage, not more, and add back slowly. Break the long jobs into pieces small enough that each one can be finished and noticed.

Setting the first week deliberately below capacity feels like giving in. What it actually does is produce a run of finished things, and a child who…

Twenty minutesSystems for daily lifeADHD skillsQur’an 22:78

Teach the school's online system properly, once, and then treat it as something known. I do not know how to use it cannot stay true forever.

Sit down together and go through it: where assignments appear, how to see what is due, what to do when it will not load. Until that has happened,…

Twenty minutesSystems for daily lifeADHD skillsQur’an 27:40

Sort the room out before you sort the willpower out. One agreed place to work, television off, phone in another room for the duration.

Attention here is pulled by whatever is brightest, and a phone face down on the table still wins. Taking the competition out of the room is far more…

Twenty minutesSystems for daily lifeADHD skillsQur’an 12:55

Guard sleep first, especially through any long stretch away from the usual routine. Once the nights slide, everything else you have set up starts giving way.

Holidays, illness and school closures are when bedtimes drift, and a fortnight of late nights undoes more than any homework plan can fix. Keep the…

Twenty minutesSystems for daily lifeADHD skillsQur’an 12:47

Put the schoolwork early in the day and let the screens come after it. For a teenager early means later than you would like, but the order stays the same.

Effort is a thing that runs down through a day, so the demanding job goes where there is most of it left. Teenagers really do wake up later, and…

Twenty minutesSystems for daily lifeADHD skillsQur’an 12:47

When a young person is struggling to launch into adult life, it is usually two things at once: the practical scaffolding, and the social side. Work on one only and the other tends to pull it down.

Calendars, laundry and deadlines are the visible half. The harder half is friendship, saying no, asking for something, being alone in a room full of…

LongerSystems for daily lifeADHD skillsQur’an 25:67

If you have been the one holding someone's schedule, meals and reminders together, do not put all of it down on the day they leave. Pass it over a piece at a time, each with a date on it.

Write out what you are actually doing for them: waking, appointments, repeat prescriptions, food, deadlines, forms. Most families are surprised by…

LongerSystems for daily lifeADHD skillsQur’an 12:47

The next step has to be theirs. A job that looks like nothing to you might be the first thing in two years they chose without being pushed, and that is exactly why it holds.

Parents tend to want the step that recovers the lost ground. The young person needs the step they can actually take on Monday. Shifts in a shop, one…

LongerSystems for daily lifeADHD skillsQur’an 12:55

Looking for a whole subject rather than a single practice? Start from the nine areas.