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Getting Help With ADHD and Routines

With ADHD, we can often struggle with feeling overwhelmed or like time is running out. Creating routines that provide structure and take into account ADHD behaviour is something researchers agree can be helpful for both ADHD children and adults [1]–[7]. Whether it's getting up in the morning, focusing on boring tasks, or winding down for bed, routines help us develop positive habits to face executive functioning difficulties.

But, when implementing these structures, it's important to consider how routines support your ADHD struggles, including working memory, transition time, and dopamine [8]–[11]. Hopefully, this article will help answer some of your common questions about ADHD routines.

If you are interested in developing consistent, fun, ADHD-friendly routines click here to sign up for our ADHD Academy!

Why Is a Routine Important For ADHD?

ADHD, generally, includes a number of executive functioning struggles, such as working memory, time blindness, and difficulty with transition times [8], [9], [12], [13]. Several studies have found using regular routines can be a great way to help ADHD adults feel less overwhelmed and more in control of their day-to-day tasks [1], [14].

Why Do ADHD Adults Hate Routine?

ADHD adults often hate structure and routine because the only systems we've been taught have been optimised for neurotypical people. Researchers found that adults with ADHD and neurotypical adults can have very different ways of seeing the world [1], [5]. For example, starting a task with ADHD can be difficult, but moving through a task (once focused) might take far less time.

As a result of these differences, it's important that the habits ADHD adults use are optimised for us. Otherwise, a routine can feel unsupportive and unusable, like trying a tool meant for the opposite hand. This article will highlight that it’s often not the routine ADHD adults can dislike; it's how the routine is built.

Check out the ADHD Academy to learn how to build routines optimised for our ADHD brains.

Do ADHD Adults Need a Routine?

Although many ADHD studies are conducted on children, research with adults suggests we do also benefit from implementing routines [1], [5], [14]. Creating a daily structure optimised for time blindness and working memory struggles that include enough stimulating activities to support dopamine dysregulation can provide a supportive framework for ADHD adults as well as children.

How Can I Be More Consistent With Routines for ADHD?

One of the struggles ADHD adults can experience is developing a habit that feels like it works but quickly abandoning it and returning to previous behaviours. This starting and stopping is one of the reasons we can sometimes be viewed as inconsistent. This often because, the routine we're using was created by neurotypicals and is therefore not optimised for ADHD psychology and behaviour.

Instead, developing a routine specifically for ADHD can help us be more consistent. For example, if the routine included 25 small separate tasks outlined in an unstructured manner (make lunch, check on the kids, feed the dog, call the dentist, finish making lunch), it’s likely that as ADHD adults we would forget steps, struggle with visualizing time, or take too long to transition. Similarly, if the tasks are all well organised but feel boring (brush teeth, dishes etc.), it might feel difficult to get started.

Chunking similar tasks together and adding more stimulating activities to form habits can help add dopamine to routines and make them more supportive of ADHD psychology. Doing this will help encourage more consistency and make the habits more useful. If you'd like to learn more about how to develop consistent routines, you can check out the ADHD Academy here.

How to Create an Effective Routine for ADHD

The key to creating an effective routine with adult ADHD is remembering to treat the act of developing the system itself as a boring task that requires dopamine. To help support this positive behaviour change: first, take yourself on a date; maybe to a coffee shop, maybe a picnic, or turn on your favourite background music, or video, and grab a beverage. Then once you're in a stimulating environment, you can begin to plan and structure your routine. You can do this by experimenting and then troubleshooting.

Start with a plan based on your priorities as well as research into adult ADHD behaviour and executive functioning. Test your routine for a week and make changes based on what worked and which executive functioning struggles you found had a negative effect on your behaviour.

Change in Routines for ADHD Adults

Picture this. You wake up, check social media, realise you're late for work, quickly get dressed, and head out the door to the office. For many people, this is the essence of their morning routine. But what if we changed it to add some behaviours that can support ADHD psychology?

For example, what if you added some dopamine and included natural timers by waking up, turning on some music, heading to your dining room table, making yourself a coffee, sitting in the sun, and checking social media? Adding in these changes can help us to develop daily routines that are more supportive for adult ADHD. Understanding dopamine can really help with this, as can developing your own dopamenu.

Typical ADHD Morning Routine for ADHD

Often with ADHD, there are a few times of the day that are a particular struggle. One common experience is difficulty getting up in the morning. Here at Unconventional Organisation, we recommend using what we call a stepped dopamine path. This system involves building in daily habits that slowly increase or decrease your stimulation from one task to another. In a morning routine, this might work by starting your day with a stimulating activity to help you get out of bed.

It's different for everyone, but these systems might include checking social media on the couch rather than the bed (bringing your blankets is encouraged on a cold day), making a coffee and sitting in the sun, or putting on a podcast you enjoy and playing a quick game. The key to the stepped dopamine path is to find something stimulating enough to make moving to the next task easier. From there, it can be a case of trial and error to find the right types of dopamine to move you through the other parts of the morning routine, such as movement, eating, getting ready, and preparing for the day.

Below I've outlined an example of a morning routine I go through in our ADHD Academy that includes some of the ADHD support we've discussed. Remember, this is all very individual, so feel free to adjust the structure to something that works best for you.

Example of an ADHD morning routine:

● Wake up and immediately turn on a motivating podcast/music.

● Toiletries and head to a sunny part of the house.

● Make a beverage and watch YouTube/read/check social media.

● Drink your beverage and plan out your day while sitting in a sunny spot/ your favourite spot in the house. If you like breakfast, this might be a good chance to make something/grab a snack.

● Do movement such as yoga/walk in the backyard/ stretches or even walking around your house while brushing your teeth. Add stimulation like a podcast or music.

● Get dressed and grab what you need from your landing pad.

● Head out the door or to your office space.

ADHD and Daily Checklists for Routines

Once you've developed a routine, where are you going to put them? When building a daily structure with ADHD, it's important to make sure the routine itself is set up in a way that's easy to utilise and supports working memory. When you're first developing a routine, this might be as simple as placing a note on your bedroom door that you can read as you leave the room. But as you develop more routines, it can be helpful to work them into your planner. In the article at this link, I work through some of the most useful planner systems for ADHD. Which one could you include your routines in?

Hopefully, this article helps to answer some of your ADHD Routine questions. Trying a new routine as an ADHD adult can be a reminder of past failures. But with some ADHD-specific supports in place often we can move to develop sustainable, consistent systems that help to reduce that daily feeling of overwhelm.

Talk soon.


Looking for a way to build habits you can consistently stick to that don’t feel boring? We’ve spent the last year developing and testing a system that works for ADHD brains like ours! The ADHD Academy can help you:

  • Set up a morning routine that leaves you feeling confident and prepared for your day

  • Use our system to select and build a planner you actually use (whether you’re a paper and pen person or love that digital no-paper life!)

  • Avoid ‘oh shoot, how did I miss that!?’ moments with our trouble-shooting support

  • Develop an evening routine packed with the dopamine you need to wind down without scrolling at 3 am

  • Gain the confidence to communicate your executive functioning struggles to others

  • Feel connected to an ADHD community your way; whether you’re an active participant or a loyal lurker

Plus for all those who sign up in the next 48 hours you’ll also receive a 30-minute 1:1 ADHD Coaching call with me or one of my ADHD Coaches.

We will meet with you to outline your executive functioning struggles, help you set some goals, and answer any ADHD questions you have.

Click the link to reserve your spot!

References [1] C. Canela, A. Buadze, A. Dube, D. Eich, and M. Liebrenz, ‘Skills and compensation strategies in adult ADHD – A qualitative study’, PLOS ONE, vol. 12, no. 9, p. e0184964, Sep. 2017, doi: 10.1371/journal.pone.0184964. [2] L. Dunn, W. J. Coster, E. S. Cohn, and G. I. Orsmond, ‘Factors Associated with Participation of Children With and Without ADHD in Household Tasks’, Phys. Occup. Ther. Pediatr., vol. 29, no. 3, pp. 274–294, Jan. 2009, doi: 10.1080/01942630903008327. [3] M. W. Firmin and A. Phillips, ‘A Qualitative Study of Families and Children Possessing Diagnoses of ADHD’, J. Fam. Issues, vol. 30, no. 9, pp. 1155–1174, Sep. 2009, doi: 10.1177/0192513X09333709. [4] A. Goffer, M. Cohen, and A. Maeir, ‘Occupational experiences of college students with ADHD: A qualitative study’, Scand. J. Occup. Ther., vol. 0, no. 0, pp. 1–12, Dec. 2020, doi: 10.1080/11038128.2020.1856182. [5] C. M. Kreider, S. Medina, and M. R. Slamka, ‘Strategies for Coping with Time-Related and Productivity Challenges of Young People with Learning Disabilities and Attention-Deficit/Hyperactivity Disorder’, Children, vol. 6, no. 2, Art. no. 2, Feb. 2019, doi: 10.3390/children6020028. [6] H. Lindstedt and Õ. Umb-Carlsson, ‘Cognitive assistive technology and professional support in everyday life for adults with ADHD’, Disabil. Rehabil. Assist. Technol., vol. 8, no. 5, pp. 402–408, Sep. 2013, doi: 10.3109/17483107.2013.769120. [7] C. N. Lyhne, P. Pedersen, C. V. Nielsen, and M. B. Bjerrum, ‘Needs for occupational assistance among young adults with ADHD to deal with executive impairments and promote occupational participation – a qualitative study’, Nord. J. Psychiatry, vol. 0, no. 0, pp. 1–8, Dec. 2020, doi: 10.1080/08039488.2020.1862911. [8] R. Alderson, L. Kasper, K. Hudec, and C. Patros, ‘Attention-Deficit/Hyperactivity Disorder (ADHD) and Working Memory in Adults: A Meta-Analytic Review’, Neuropsychology, vol. 27, pp. 287–302, May 2013, doi: 10.1037/a0032371. [9] N. J. Cepeda, M. L. Cepeda, and A. F. Kramer, ‘Task switching and attention deficit hyperactivity disorder’, J. Abnorm. Child Psychol., vol. 28, no. 3, pp. 213–226, 2000. [10] A. Alport, E. A. Styles, and S. Hsieh, ‘17 Shifting Intentional Set: Exploring the Dynamic Control of Tasks’, 1994. [11] G. Tripp and J. R. Wickens, ‘Neurobiology of ADHD’, Neuropharmacology, vol. 57, no. 7–8, pp. 579–589, Dec. 2009, doi: 10.1016/j.neuropharm.2009.07.026. [12] J. B. Meaux and J. J. Chelonis, ‘Time perception differences in children with and without ADHD’, J. Pediatr. Health Care, vol. 17, no. 2, pp. 64–71, Mar. 2003, doi: 10.1067/mph.2003.26. [13] K. J. Radonovich and S. H. Mostofsky, ‘Duration Judgments in Children With ADHD Suggest Deficient Utilization of Temporal Information Rather Than General Impairment in Timing’, Child Neuropsychol., vol. 10, no. 3, pp. 162–172, Sep. 2004, doi: 10.1080/09297040409609807. [14] M. Adamou, K. Graham, J. MacKeith, S. Burns, and L.-M. Emerson, ‘Advancing services for adult ADHD: the development of the ADHD Star as a framework for multidisciplinary interventions’, BMC Health Serv. Res., vol. 16, no. 1, Art. no. 1, Dec. 2016, doi: 10.1186/s12913-016-1894-4.

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