Parenting Children with ADHD: Evidence-Based Strategies That Actually Work

Parenting Children with ADHD: Evidence-Based Strategies That Actually Work

• Gurprit Ganda
• Nov 25, 2025
• 16 min read

Raising a child with Attention Deficit Hyperactivity Disorder (ADHD) brings unique challenges that can leave parents feeling overwhelmed and uncertain. You might find yourself repeating instructions countless times, watching homework turn into evening battles, or struggling with emotional outbursts that seem to appear from nowhere. These daily challenges are real, exhausting, and deeply frustrating—but there is hope.

The good news? Research from 2024 and 2025 shows that specific, evidence-based parenting strategies can make a significant difference in managing ADHD symptoms and improving family life. These aren’t quick fixes or trendy techniques. They’re scientifically validated approaches that have helped thousands of families in Sydney and around the world create calmer, more connected homes where children with ADHD can thrive.

This comprehensive guide will walk you through the most effective strategies backed by current research, from behavioral parent training to executive function support. Whether your child was recently diagnosed or you’ve been navigating ADHD for years, you’ll find practical, actionable tools you can start using today.

Understanding ADHD and Why Traditional Discipline Often Fails

Before diving into strategies, it’s essential to understand what’s happening in your child’s brain. ADHD is a neurodevelopmental condition characterized by differences in brain structure and function, particularly in the prefrontal cortex—the area responsible for executive functions like planning, organization, impulse control, and emotional regulation.

The Executive Function Connection

Research published in

Translational Psychiatry

confirms that children with ADHD have core deficits in executive functions, which predict poorer academic and occupational functioning (Chacko et al., 2024). These executive functions include:

• Working memory

  : Holding and manipulating information

Working memory

: Holding and manipulating information

• Inhibitory control

  : Stopping automatic responses

Inhibitory control

: Stopping automatic responses

• Cognitive flexibility

  : Adapting to changing situations

Cognitive flexibility

: Adapting to changing situations

• Planning and organization

  : Breaking tasks into steps

Planning and organization

: Breaking tasks into steps

• Emotional regulation

  : Managing feelings appropriately

Emotional regulation

: Managing feelings appropriately

• Time management

  : Understanding and tracking time

Time management

: Understanding and tracking time

• Task initiation

  : Starting activities without excessive delay

Task initiation

: Starting activities without excessive delay

When your child forgets their homework for the third time this week, it’s not defiance—it’s an executive function challenge. When they interrupt conversations repeatedly, they’re struggling with inhibitory control, not being rude intentionally. Understanding this difference is the foundation for effective parenting strategies.

Why Traditional Parenting Doesn’t Work

Traditional discipline approaches often fail with ADHD because they assume children have the neurological capacity to consistently control their behavior. A child with ADHD might genuinely understand the rules but lack the executive function skills to follow through consistently. Punishment for behavior they can’t fully control only leads to frustration, shame, and damaged parent-child relationships.

The Gold Standard: Behavioral Parent Training

Behavioral Parent Training (BPT) is consistently recommended as a first-line intervention for children with ADHD by major health organizations worldwide. A 2024 systematic review of 20 randomized controlled trials found that BPT has significant positive effects on both parents and children (Marquet-Doléac et al., 2024).

What Makes BPT Effective?

Recent meta-analysis research has identified the specific components that make behavioral parent training work. According to a 2022 study published in the

Journal of the American Academy of Child & Adolescent Psychiatry

, the most effective techniques include:

• Manipulation of antecedents

  (setting up the environment for success)

Manipulation of antecedents

(setting up the environment for success)

• Reinforcement techniques

  (rewarding positive behaviors)

Reinforcement techniques

(rewarding positive behaviors)

• Clear, consistent consequences

  (predictable responses to behaviors)

Clear, consistent consequences

(predictable responses to behaviors)

These techniques work together to create an environment where your child can succeed more often, building confidence and skills over time.

Core Principles of Behavioral Parent Training

1. Positive Reinforcement Over Punishment

The first principle is shifting from a punitive mindset to a reinforcement-based approach. Research shows that positive reinforcement—actively noticing and rewarding desired behaviors—is far more effective than punishment for children with ADHD.

In practice:

• Catch your child being good at least five times for every correction

Catch your child being good at least five times for every correction

• Use specific praise: “I noticed you remembered to put your shoes away. That’s excellent organization!” rather than generic “Good job”

Use specific praise: “I noticed you remembered to put your shoes away. That’s excellent organization!” rather than generic “Good job”

• Create reward systems for age-appropriate goals

Create reward systems for age-appropriate goals

• For younger children (5-8): Sticker charts with daily rewards

For younger children (5-8): Sticker charts with daily rewards

• For older children (9-12): Point systems toward larger privileges

For older children (9-12): Point systems toward larger privileges

2. Clear, Consistent Rules and Expectations

Children with ADHD need crystal-clear expectations and consistent follow-through. Ambiguity creates anxiety and increases behavioral problems.

In practice:

• State rules positively: “Walk indoors” instead of “Don’t run”

State rules positively: “Walk indoors” instead of “Don’t run”

• Limit the number of rules to 3-5 core expectations

Limit the number of rules to 3-5 core expectations

• Post rules visually where your child can see them

Post rules visually where your child can see them

• Review expectations before transitions or challenging situations

Review expectations before transitions or challenging situations

• Follow through consistently—inconsistency teaches children that rules are negotiable

Follow through consistently—inconsistency teaches children that rules are negotiable

3. Immediate and Specific Consequences

Due to differences in how ADHD brains process time and reward, consequences need to be immediate and specific. Delayed consequences (like “no screen time this weekend” for Tuesday’s misbehavior) are largely ineffective.

In practice:

• Provide feedback within seconds or minutes of behavior

Provide feedback within seconds or minutes of behavior

• Use specific language: “You hit your sister. Time out now” rather than “That’s inappropriate behavior”

Use specific language: “You hit your sister. Time out now” rather than “That’s inappropriate behavior”

• Keep consequences brief and age-appropriate

Keep consequences brief and age-appropriate

• For 5-7 year olds: 5 minutes

For 5-7 year olds: 5 minutes

• For 8-10 year olds: 8 minutes

For 8-10 year olds: 8 minutes

• For 11-12 year olds: 10 minutes

For 11-12 year olds: 10 minutes

• Return to positive interaction quickly after consequences

Return to positive interaction quickly after consequences

Evidence from Recent Studies

A 2025 randomized controlled trial published in

Child and Adolescent Psychiatry and Mental Health

found that culturally adapted BPT significantly improved parenting competence and reduced behavioral symptoms in children with ADHD. Importantly, the study showed:

• High session attendance (indicating acceptability)

High session attendance (indicating acceptability)

• Strong participant engagement

Strong participant engagement

• Maintained improvements over time

Maintained improvements over time

• Benefits extended to online delivery formats

Benefits extended to online delivery formats

A separate 2024 meta-analysis examining longer-term outcomes found that BPT produced sustained improvements in:

• ADHD symptoms (small to moderate effects)

ADHD symptoms (small to moderate effects)

• Behavioral problems (small to moderate effects)

Behavioral problems (small to moderate effects)

• Positive parenting behaviors

Positive parenting behaviors

• Parenting sense of competence

Parenting sense of competence

• Parent-child relationship quality

Parent-child relationship quality

These improvements were maintained an average of 5 months after treatment completion, demonstrating that the skills parents learn have lasting impacts.

Creating ADHD-Friendly Routines and Structure

Consistent routines are perhaps the most powerful tool in your ADHD parenting toolkit. Research consistently shows that stable routines reduce stress, improve executive function, and help children with ADHD manage their symptoms more effectively.

Why Routines Work for ADHD Brains

Routines reduce the cognitive load required for decision-making and task initiation—two areas where children with ADHD struggle. When behaviors become automatic through repetition, they require less executive function capacity. This frees up mental resources for other tasks and reduces daily stress.

According to a 2024 review, consistent routines positively impact:

• Cognitive functioning

Cognitive functioning

• Emotional and behavioral regulation

Emotional and behavioral regulation

• Understanding and empathy

Understanding and empathy

• Academic success

Academic success

• Mental health outcomes

Mental health outcomes

• Physical health

Physical health

Building Effective ADHD Routines

Morning Routines

The Challenge:

Morning chaos, forgotten items, repeated reminders, rushing to school

The Solution:

• Prepare the night before

  Pack backpack with completed homework

  Lay out clothes

  Place shoes by door

  Prepare breakfast items

Prepare the night before

• Pack backpack with completed homework

Pack backpack with completed homework

• Lay out clothes

Lay out clothes

• Place shoes by door

Place shoes by door

• Prepare breakfast items

Prepare breakfast items

• Create a visual morning checklist

  Use pictures for younger children

  Laminate and use dry-erase marker for checking off

  Post at child’s eye level

  Example sequence:

  Wake up

  Use bathroom

  Get dressed

  Eat breakfast

  Brush teeth

  Pack lunch

  Put on shoes

  Get backpack

  Go to car

Create a visual morning checklist

• Use pictures for younger children

Use pictures for younger children

• Laminate and use dry-erase marker for checking off

Laminate and use dry-erase marker for checking off

• Post at child’s eye level

Post at child’s eye level

• Example sequence:

  Wake up

  Use bathroom

  Get dressed

  Eat breakfast

  Brush teeth

  Pack lunch

  Put on shoes

  Get backpack

  Go to car

Example sequence:

• Wake up

Wake up

• Use bathroom

Use bathroom

• Get dressed

Get dressed

• Eat breakfast

Eat breakfast

• Brush teeth

Brush teeth

• Pack lunch

Pack lunch

• Put on shoes

Put on shoes

• Get backpack

Get backpack

• Go to car

Go to car

• Build in buffer time

  Allow 25% more time than you think needed

  Reduce pressure and rush

  Create opportunity for success

Build in buffer time

• Allow 25% more time than you think needed

Allow 25% more time than you think needed

• Reduce pressure and rush

Reduce pressure and rush

• Create opportunity for success

Create opportunity for success

• Use timers effectively

  Visual timers show time passage

  Set timer for each routine segment

  “You have 10 minutes to get dressed”

  Provide 2-minute warning before time’s up

Use timers effectively

• Visual timers show time passage

Visual timers show time passage

• Set timer for each routine segment

Set timer for each routine segment

• “You have 10 minutes to get dressed”

“You have 10 minutes to get dressed”

• Provide 2-minute warning before time’s up

Provide 2-minute warning before time’s up

Homework Routines

The Challenge:

Homework battles, incomplete assignments, hours of struggle

The Solution:

• Establish consistent homework time and place

  Same time every day builds habit

  Quiet, organized, distraction-free space

  All materials within reach

  Remove screens, toys, and other distractions

Establish consistent homework time and place

• Same time every day builds habit

Same time every day builds habit

• Quiet, organized, distraction-free space

Quiet, organized, distraction-free space

• All materials within reach

All materials within reach

• Remove screens, toys, and other distractions

Remove screens, toys, and other distractions

• Break assignments into manageable chunks

  Use Pomodoro Technique: 20-25 minutes work, 5-minute break

  Tackle hardest subjects first when attention is freshest

  Physical movement breaks between chunks

Break assignments into manageable chunks

• Use Pomodoro Technique: 20-25 minutes work, 5-minute break

Use Pomodoro Technique: 20-25 minutes work, 5-minute break

• Tackle hardest subjects first when attention is freshest

Tackle hardest subjects first when attention is freshest

• Physical movement breaks between chunks

Physical movement breaks between chunks

• Provide scaffolding support

  Sit nearby initially, gradually fade presence

  Help break down multi-step problems

  Check work at intervals, not just at end

  Celebrate completion of each section

Provide scaffolding support

• Sit nearby initially, gradually fade presence

Sit nearby initially, gradually fade presence

• Help break down multi-step problems

Help break down multi-step problems

• Check work at intervals, not just at end

Check work at intervals, not just at end

• Celebrate completion of each section

Celebrate completion of each section

• Collaborate with teachers

  Request modified homework if appropriate

  Quality over quantity for mastery demonstration

  Alternative demonstration methods if writing is challenging

Collaborate with teachers

• Request modified homework if appropriate

Request modified homework if appropriate

• Quality over quantity for mastery demonstration

Quality over quantity for mastery demonstration

• Alternative demonstration methods if writing is challenging

Alternative demonstration methods if writing is challenging

Bedtime Routines

The Challenge:

Difficulty winding down, delayed sleep, morning exhaustion

The Solution:

• Begin wind-down 1 hour before target sleep time

  Dim lights throughout house

  Turn off screens (blue light affects sleep)

  Engage in calming activities

Begin wind-down 1 hour before target sleep time

• Dim lights throughout house

Dim lights throughout house

• Turn off screens (blue light affects sleep)

Turn off screens (blue light affects sleep)

• Engage in calming activities

Engage in calming activities

• Create consistent bedtime sequence

  Bath/shower

  Pajamas

  Brush teeth

  Lay out tomorrow’s clothes

  Brief reading (parent reads to/with child)

  Lights out at same time every night

Create consistent bedtime sequence

• Bath/shower

Bath/shower

• Pajamas

Pajamas

• Brush teeth

Brush teeth

• Lay out tomorrow’s clothes

Lay out tomorrow’s clothes

• Brief reading (parent reads to/with child)

Brief reading (parent reads to/with child)

• Lights out at same time every night

Lights out at same time every night

• Address ADHD-specific sleep challenges

  White noise machine for racing thoughts

  Weighted blanket for sensory input

  Talk to psychologist about sleep hygiene

  Consider morning medication timing with doctor

Address ADHD-specific sleep challenges

• White noise machine for racing thoughts

White noise machine for racing thoughts

• Weighted blanket for sensory input

Weighted blanket for sensory input

• Talk to psychologist about sleep hygiene

Talk to psychologist about sleep hygiene

• Consider morning medication timing with doctor

Consider morning medication timing with doctor

Executive Function Support Strategies

Since executive function deficits are central to ADHD, directly teaching and supporting these skills is essential. Recent research has developed specific, effective approaches for building executive function capacity in children with ADHD.

Organization Skills Training

Physical Organization

Materials Management:

• Color-coding system

  : Different color for each subject (e.g., red folder for maths, blue for English)

Color-coding system

: Different color for each subject (e.g., red folder for maths, blue for English)

• Single location

  : Everything has one designated spot

Single location

: Everything has one designated spot

• Transparent storage

  : Clear bins so contents visible without opening

Transparent storage

: Clear bins so contents visible without opening

• Labels everywhere

  : Picture labels for young children, written labels for older children

Labels everywhere

: Picture labels for young children, written labels for older children

• Weekly organization time

  : Sunday evening “reset” to reorganize backpack, desk, room

Weekly organization time

: Sunday evening “reset” to reorganize backpack, desk, room

Workspace Setup:

• Minimize visual clutter

Minimize visual clutter

• Only current task materials on desk

Only current task materials on desk

• Standing options for kinesthetic learners

Standing options for kinesthetic learners

• Fidget tools allowed (stress balls, textured objects)

Fidget tools allowed (stress balls, textured objects)

• Noise-cancelling headphones if helpful

Noise-cancelling headphones if helpful

Time Management Skills

Children with ADHD have “time blindness”—difficulty accurately perceiving time passage and estimating time needed for tasks.

Teaching Time Awareness:

• Visual timers

  : Show time passing in concrete way

Visual timers

: Show time passing in concrete way

• Time estimation practice

  : Guess how long activities take, then check actual time

Time estimation practice

: Guess how long activities take, then check actual time

• Analog clocks

  : Better for ADHD than digital (shows time passing visually)

Analog clocks

: Better for ADHD than digital (shows time passing visually)

• Breaking down time

  : “We leave in 30 minutes. That’s time for 3 more activities”

Breaking down time

: “We leave in 30 minutes. That’s time for 3 more activities”

• Buffer time

  : Always add extra time to estimates

Buffer time

: Always add extra time to estimates

Planning and Prioritization:

• Backward planning

  : Start with deadline, work backward to determine start date

Backward planning

: Start with deadline, work backward to determine start date

• ABC method

  : Categorize tasks as A (must do today), B (should do soon), C (can wait)

ABC method

: Categorize tasks as A (must do today), B (should do soon), C (can wait)

• Visual planning tools

  : Large wall calendar, planners with visual elements

Visual planning tools

: Large wall calendar, planners with visual elements

• Parent co-piloting

  : Guide planning process, gradually release responsibility

Parent co-piloting

: Guide planning process, gradually release responsibility

Working Memory Support

Working memory—the ability to hold and manipulate information—is significantly impaired in ADHD. Strategies that reduce working memory load are essential.

Practical Supports:

• Write everything down

  : Never rely on memory alone

Write everything down

: Never rely on memory alone

• Checklists for multi-step tasks

  : Break down and externalize the steps

Checklists for multi-step tasks

: Break down and externalize the steps

• Repeat-back technique

  : Have child repeat instructions in own words

Repeat-back technique

: Have child repeat instructions in own words

• Limit verbal instructions

  : Maximum 1-2 steps at a time

Limit verbal instructions

: Maximum 1-2 steps at a time

• Visual supports

  : Picture schedules, written instructions, step-by-step photos

Visual supports

: Picture schedules, written instructions, step-by-step photos

• Chunking

  : Group related information (phone numbers, spelling words in chunks)

Chunking

: Group related information (phone numbers, spelling words in chunks)

• Mnemonic devices

  : Memory aids like acronyms, songs, rhymes

Mnemonic devices

: Memory aids like acronyms, songs, rhymes

Emotional Regulation Support

Children with ADHD often struggle with emotional regulation—experiencing emotions more intensely and having difficulty managing them appropriately. A 2024 study found that emotional dysregulation is associated with greater socio-functional impairment, affecting relationships and stress management.

Building Emotional Regulation Skills:

• Emotional awareness

  Name feelings regularly: “I notice you seem frustrated”

  Emotion charts with faces showing different feelings

  Rate intensity on 1-10 scale

  Normalize all emotions: “All feelings are okay. It’s what we do with them that matters”

Emotional awareness

• Name feelings regularly: “I notice you seem frustrated”

Name feelings regularly: “I notice you seem frustrated”

• Emotion charts with faces showing different feelings

Emotion charts with faces showing different feelings

• Rate intensity on 1-10 scale

Rate intensity on 1-10 scale

• Normalize all emotions: “All feelings are okay. It’s what we do with them that matters”

Normalize all emotions: “All feelings are okay. It’s what we do with them that matters”

• Calming strategies

  Deep breathing

  : “Balloon breathing,” “snake breath”

  Movement

  : Jump on trampoline, run around yard, dance

  Sensory tools

  : Squeeze stress ball, weighted blanket, fidget toys

  Quiet space

  : Designated calm-down area (not punishment, but regulation support)

Calming strategies

• Deep breathing

  : “Balloon breathing,” “snake breath”

Deep breathing

: “Balloon breathing,” “snake breath”

• Movement

  : Jump on trampoline, run around yard, dance

Movement

: Jump on trampoline, run around yard, dance

• Sensory tools

  : Squeeze stress ball, weighted blanket, fidget toys

Sensory tools

: Squeeze stress ball, weighted blanket, fidget toys

• Quiet space

  : Designated calm-down area (not punishment, but regulation support)

Quiet space

: Designated calm-down area (not punishment, but regulation support)

• Problem-solving skills

  Use structured approach when calm

  Define problem clearly

  Brainstorm multiple solutions

  Consider consequences of each option

  Choose best solution

  Make plan to implement

  Review what worked/didn’t work

Problem-solving skills

• Use structured approach when calm

Use structured approach when calm

• Define problem clearly

Define problem clearly

• Brainstorm multiple solutions

Brainstorm multiple solutions

• Consider consequences of each option

Consider consequences of each option

• Choose best solution

Choose best solution

• Make plan to implement

Make plan to implement

• Review what worked/didn’t work

Review what worked/didn’t work

• Modeling regulation

  Narrate your own emotion regulation: “I’m feeling frustrated, so I’m going to take some deep breaths”

  Demonstrate appropriate expression of negative emotions

  Apologize when you lose patience: Models taking responsibility

Modeling regulation

• Narrate your own emotion regulation: “I’m feeling frustrated, so I’m going to take some deep breaths”

Narrate your own emotion regulation: “I’m feeling frustrated, so I’m going to take some deep breaths”

• Demonstrate appropriate expression of negative emotions

Demonstrate appropriate expression of negative emotions

• Apologize when you lose patience: Models taking responsibility

Apologize when you lose patience: Models taking responsibility

Managing Common ADHD Challenges

Handling Meltdowns and Emotional Outbursts

During the meltdown:

• Ensure safety first

  : Remove dangers, stay calm yourself

Ensure safety first

: Remove dangers, stay calm yourself

• Reduce stimulation

  : Lower lights, reduce noise, clear space

Reduce stimulation

: Lower lights, reduce noise, clear space

• Use few words

  : “I’m here. You’re safe. Breathe”

Use few words

: “I’m here. You’re safe. Breathe”

• Give space if needed

  : Some children need distance during escalation

Give space if needed

: Some children need distance during escalation

• Stay present and calm

  : Your regulation helps their regulation

Stay present and calm

: Your regulation helps their regulation

After the meltdown:

• Reconnect first

  : Hug, comfort, reassure

Reconnect first

: Hug, comfort, reassure

• Wait to problem-solve

  : Don’t discuss what happened until fully calm (20-30 minutes)

Wait to problem-solve

: Don’t discuss what happened until fully calm (20-30 minutes)

• Reflect together

  : “What happened before you got upset?”

Reflect together

: “What happened before you got upset?”

• Plan for next time

  : “What could help you next time you feel that way?”

Plan for next time

: “What could help you next time you feel that way?”

• Move forward

  : Don’t dwell or shame

Move forward

: Don’t dwell or shame

Reducing Sibling Conflict

ADHD symptoms often trigger sibling conflicts. Children with ADHD may:

• Interrupt siblings’ activities

Interrupt siblings’ activities

• Take toys without asking (impulse control)

Take toys without asking (impulse control)

• Have difficulty sharing and taking turns

Have difficulty sharing and taking turns

• React intensely to perceived unfairness

React intensely to perceived unfairness

Strategies:

• Separate spaces

  : Each child needs own area for belongings and privacy

Separate spaces

: Each child needs own area for belongings and privacy

• Turn-taking systems

  : Timers, visual schedules for whose turn

Turn-taking systems

: Timers, visual schedules for whose turn

• Teach negotiation

  : “Let’s find a solution that works for both of you”

Teach negotiation

: “Let’s find a solution that works for both of you”

• Immediate intervention

  : Address conflicts quickly before escalation

Immediate intervention

: Address conflicts quickly before escalation

• Individual time

  : One-on-one parent time with each child

Individual time

: One-on-one parent time with each child

• Educate siblings

  : Age-appropriate explanation of ADHD

Educate siblings

: Age-appropriate explanation of ADHD

Supporting Social Skills

Children with ADHD often struggle with peer relationships due to impulsivity, emotional intensity, and difficulty reading social cues.

Building Social Competence:

• Role-play social scenarios

  : Practice greetings, turn-taking, joining games

Role-play social scenarios

: Practice greetings, turn-taking, joining games

• Teach conversation skills

  : Asking questions, listening, appropriate responding

Teach conversation skills

: Asking questions, listening, appropriate responding

• Video modeling

  : Watch videos of good social interactions, discuss

Video modeling

: Watch videos of good social interactions, discuss

• Structured playdates

  : Shorter is better (1-2 hours), structured activities, parent nearby

Structured playdates

: Shorter is better (1-2 hours), structured activities, parent nearby

• Friendship coaching

  : Help child identify good friends, maintain friendships

Friendship coaching

: Help child identify good friends, maintain friendships

• Sports and groups

  : Structured activities teach teamwork and rules

Sports and groups

: Structured activities teach teamwork and rules

School Collaboration Strategies

Your child spends a significant portion of their day at school. Effective home-school collaboration is essential for ADHD management.

Communicating with Teachers

• Early connection

  : Meet with teachers at start of year

Early connection

: Meet with teachers at start of year

• Share information

  : Explain ADHD, specific challenges, what works at home

Share information

: Explain ADHD, specific challenges, what works at home

• Regular updates

  : Weekly email check-ins or communication book

Regular updates

: Weekly email check-ins or communication book

• Solution-focused

  : Bring concerns with potential solutions

Solution-focused

: Bring concerns with potential solutions

• Appreciate efforts

  : Teachers work hard; acknowledge their support

Appreciate efforts

: Teachers work hard; acknowledge their support

Classroom Accommodations

Work with school to implement evidence-based accommodations:

Environmental:

• Preferential seating (front of class, away from distractions)

Preferential seating (front of class, away from distractions)

• Reduced visual clutter in work area

Reduced visual clutter in work area

• Movement breaks or standing desk option

Movement breaks or standing desk option

• Fidget tools allowed

Fidget tools allowed

• Quiet test-taking space

Quiet test-taking space

Instructional:

• Check for understanding (not assuming child listened)

Check for understanding (not assuming child listened)

• Written instructions in addition to verbal

Written instructions in addition to verbal

• Extra time for assignments and tests

Extra time for assignments and tests

• Chunking large assignments

Chunking large assignments

• Visual supports and schedules

Visual supports and schedules

Organizational:

• Second set of textbooks at home

Second set of textbooks at home

• Homework planner with teacher initials

Homework planner with teacher initials

• Organizer support (folder checks)

Organizer support (folder checks)

• Technology supports where appropriate

Technology supports where appropriate

Working with School Psychologists

Many schools have psychologists who can provide additional support. They can:

• Conduct assessments

Conduct assessments

• Develop behavior plans

Develop behavior plans

• Provide social skills groups

Provide social skills groups

• Offer parent consultations

Offer parent consultations

• Connect to external services

Connect to external services

At Potentialz Psychology, we work collaboratively with schools across Sydney’s Hills District, Parramatta, and surrounding areas to ensure consistent support for children with ADHD.

Lifestyle Factors That Support ADHD Management

Beyond specific behavioral strategies, lifestyle factors significantly impact ADHD symptoms. A 2024 holistic review found that rest, nutrition, movement, and fresh air all support ADHD management by influencing processes involved in ADHD etiology, including gut microbiome-brain axis, inflammation, and oxidative stress.

Nutrition and ADHD

While diet doesn’t cause or cure ADHD, nutrition impacts symptom severity and overall functioning.

Evidence-Based Nutritional Strategies:

• Protein at every meal and snack

  Helps neurotransmitter production

  Stabilizes blood sugar

  Improves focus and attention

  Examples: eggs, yogurt, nuts, cheese, lean meats

Protein at every meal and snack

• Helps neurotransmitter production

Helps neurotransmitter production

• Stabilizes blood sugar

Stabilizes blood sugar

• Improves focus and attention

Improves focus and attention

• Examples: eggs, yogurt, nuts, cheese, lean meats

Examples: eggs, yogurt, nuts, cheese, lean meats

• Complex carbohydrates

  Slow-release energy

  Prevents blood sugar crashes

  Better behavior stability

  Examples: oats, whole grains, sweet potato

Complex carbohydrates

• Slow-release energy

Slow-release energy

• Prevents blood sugar crashes

Prevents blood sugar crashes

• Better behavior stability

Better behavior stability

• Examples: oats, whole grains, sweet potato

Examples: oats, whole grains, sweet potato

• Omega-3 fatty acids

  Support brain development and function

  Anti-inflammatory effects

  Sources: fatty fish, walnuts, chia seeds, flaxseed

  Consider supplementation (discuss with GP)

Omega-3 fatty acids

• Support brain development and function

Support brain development and function

• Anti-inflammatory effects

Anti-inflammatory effects

• Sources: fatty fish, walnuts, chia seeds, flaxseed

Sources: fatty fish, walnuts, chia seeds, flaxseed

• Consider supplementation (discuss with GP)

Consider supplementation (discuss with GP)

• Limit sugar and artificial additives

  Some children sensitive to artificial colors and preservatives

  Sugar causes energy spikes and crashes

  Read labels carefully

Limit sugar and artificial additives

• Some children sensitive to artificial colors and preservatives

Some children sensitive to artificial colors and preservatives

• Sugar causes energy spikes and crashes

Sugar causes energy spikes and crashes

• Read labels carefully

Read labels carefully

• Regular meal timing

  Prevents blood sugar fluctuations

  Supports medication efficacy

  Reduces irritability and fatigue

Regular meal timing

• Prevents blood sugar fluctuations

Prevents blood sugar fluctuations

• Supports medication efficacy

Supports medication efficacy

• Reduces irritability and fatigue

Reduces irritability and fatigue

Physical Activity and Exercise

Exercise is one of the most effective non-pharmacological interventions for ADHD.

Physical activity:

• Increases dopamine and norepinephrine (same as ADHD medications)

Increases dopamine and norepinephrine (same as ADHD medications)

• Improves executive function

Improves executive function

• Reduces hyperactivity and impulsivity

Reduces hyperactivity and impulsivity

• Improves mood and reduces anxiety

Improves mood and reduces anxiety

Recommendations:

• Daily activity

  : Minimum 60 minutes moderate to vigorous activity

Daily activity

: Minimum 60 minutes moderate to vigorous activity

• Morning exercise

  : Particularly beneficial before school

Morning exercise

: Particularly beneficial before school

• Varied activities

  : Team sports, swimming, martial arts, cycling, dance

Varied activities

: Team sports, swimming, martial arts, cycling, dance

• Movement-based mindfulness

  : Tai chi, yoga, taekwondo show best results for executive function improvement

Movement-based mindfulness

: Tai chi, yoga, taekwondo show best results for executive function improvement

• Active breaks

  : 5-10 minutes movement breaks during homework

Active breaks

: 5-10 minutes movement breaks during homework

Sleep Hygiene

Sleep problems are common in ADHD and worsen symptoms. Many children with ADHD have difficulty falling asleep, staying asleep, or waking rested.

Sleep Support Strategies:

• Consistent schedule

  : Same bedtime and wake time every day (including weekends)

Consistent schedule

: Same bedtime and wake time every day (including weekends)

• Bedroom environment

  : Cool, dark, quiet, comfortable

Bedroom environment

: Cool, dark, quiet, comfortable

• Screen cutoff

  : No screens 1 hour before bed

Screen cutoff

: No screens 1 hour before bed

• Calming routine

  : Bath, reading, quiet activities

Calming routine

: Bath, reading, quiet activities

• Address anxiety

  : Worry time earlier in evening, journaling

Address anxiety

: Worry time earlier in evening, journaling

• Consider supplements

  : Melatonin may help (consult doctor)

Consider supplements

: Melatonin may help (consult doctor)

• Medication timing

  : Some ADHD medications affect sleep (discuss with prescriber)

Medication timing

: Some ADHD medications affect sleep (discuss with prescriber)

Mindfulness and Stress Reduction

Emerging research shows mindfulness practices benefit children with ADHD by improving attention, emotional regulation, and executive function.

Age-Appropriate Mindfulness:

• Young children (5-8)

  : Belly breathing with stuffed animal, mindful eating exercises, body scan games

Young children (5-8)

: Belly breathing with stuffed animal, mindful eating exercises, body scan games

• Older children (9-12)

  : Guided meditations (5-10 minutes), mindful movement, gratitude practices

Older children (9-12)

: Guided meditations (5-10 minutes), mindful movement, gratitude practices

Family Mindfulness:

• Practice together

Practice together

• Model calm responses to stress

Model calm responses to stress

• Create calm home environment

Create calm home environment

• Limit overscheduling

Limit overscheduling

Medication and Behavioral Strategies: A Combined Approach

While this article focuses on behavioral strategies, it’s important to address the role of medication. Research consistently shows that combining medication with behavioral interventions produces the best outcomes for children with ADHD.

How Medication and Behavioral Strategies Work Together

Medication (typically stimulants) helps by:

• Increasing available dopamine and norepinephrine

Increasing available dopamine and norepinephrine

• Improving attention and focus

Improving attention and focus

• Reducing hyperactivity and impulsivity

Reducing hyperactivity and impulsivity

• Making it easier for child to use behavioral strategies

Making it easier for child to use behavioral strategies

Behavioral strategies help by:

• Teaching skills medication can’t provide

Teaching skills medication can’t provide

• Improving parent-child relationships

Improving parent-child relationships

• Building long-term coping strategies

Building long-term coping strategies

• Supporting the whole child and family

Supporting the whole child and family

A 2024 systematic review found that behavioral strategies work effectively even when children are already on medication, suggesting these approaches address different aspects of ADHD management.

Working with Healthcare Providers

At Potentialz Psychology in Bella Vista, we take a comprehensive, collaborative approach to ADHD management:

• Thorough assessment

  : Understanding your child’s unique profile

Thorough assessment

: Understanding your child’s unique profile

• Evidence-based treatment

  : Behavioral parent training, child skills training, family therapy

Evidence-based treatment

: Behavioral parent training, child skills training, family therapy

• School consultation

  : Working with teachers to implement consistent strategies

School consultation

: Working with teachers to implement consistent strategies

• Coordination with prescribers

  : If medication is part of treatment plan

Coordination with prescribers

: If medication is part of treatment plan

• Ongoing support

  : Regular follow-up to adjust strategies as needed

Ongoing support

: Regular follow-up to adjust strategies as needed

Self-Care for Parents: You Can’t Pour from an Empty Cup

Parenting a child with ADHD is exhausting. Research shows that parents of children with ADHD experience:

• Higher parenting stress

Higher parenting stress

• Increased rates of depression and anxiety

Increased rates of depression and anxiety

• Lower sense of parenting competence

Lower sense of parenting competence

• More negative attributions about their child

More negative attributions about their child

• Strain on couple relationships

Strain on couple relationships

Taking care of yourself isn’t selfish—it’s essential for effective parenting.

Self-Care Strategies

• Build your support network

  Connect with other ADHD parents (support groups, online forums)

  Accept help from family and friends

  Consider respite care when needed

  Don’t isolate

Build your support network

• Connect with other ADHD parents (support groups, online forums)

Connect with other ADHD parents (support groups, online forums)

• Accept help from family and friends

Accept help from family and friends

• Consider respite care when needed

Consider respite care when needed

• Don’t isolate

Don’t isolate

• Set realistic expectations

  Progress happens gradually

  Some days will be hard

  You won’t be perfect

  Focus on connection over perfection

Set realistic expectations

• Progress happens gradually

Progress happens gradually

• Some days will be hard

Some days will be hard

• You won’t be perfect

You won’t be perfect

• Focus on connection over perfection

Focus on connection over perfection

• Practice self-compassion

  Talk to yourself kindly

  Acknowledge the difficulty of what you’re doing

  Celebrate small wins

  Learn from mistakes without harsh self-criticism

Practice self-compassion

• Talk to yourself kindly

Talk to yourself kindly

• Acknowledge the difficulty of what you’re doing

Acknowledge the difficulty of what you’re doing

• Celebrate small wins

Celebrate small wins

• Learn from mistakes without harsh self-criticism

Learn from mistakes without harsh self-criticism

• Maintain your own activities

  Exercise regularly

  Pursue hobbies

  Maintain friendships

  Have couple time (if partnered)

Maintain your own activities

• Exercise regularly

Exercise regularly

• Pursue hobbies

Pursue hobbies

• Maintain friendships

Maintain friendships

• Have couple time (if partnered)

Have couple time (if partnered)

• Seek professional support

  Individual therapy for parenting stress

  Couples therapy if relationship strained

  Parent coaching or support groups

  Medication if experiencing depression or anxiety

Seek professional support

• Individual therapy for parenting stress

Individual therapy for parenting stress

• Couples therapy if relationship strained

Couples therapy if relationship strained

• Parent coaching or support groups

Parent coaching or support groups

• Medication if experiencing depression or anxiety

Medication if experiencing depression or anxiety

Couple Relationship Care

ADHD parenting can strain couple relationships. Partners may disagree about management approaches, feel unsupported, or have little time for connection.

Protecting Your Relationship:

• Schedule regular couple time (even 15 minutes daily)

Schedule regular couple time (even 15 minutes daily)

• Unified front on parenting strategies

Unified front on parenting strategies

• Share responsibilities fairly

Share responsibilities fairly

• Express appreciation regularly

Express appreciation regularly

• Seek couples therapy if needed

Seek couples therapy if needed

At Potentialz Psychology, we offer couples therapy specifically for parents navigating ADHD challenges. Our experienced psychologists understand the unique stressors and can help you work together effectively.

When to Seek Professional Help

While these strategies are evidence-based and effective, some situations require professional support. Consider reaching out when:

• ADHD symptoms severely impact school performance

ADHD symptoms severely impact school performance

• Behavioral problems worsen despite consistent strategy implementation

Behavioral problems worsen despite consistent strategy implementation

• Your child shows signs of anxiety or depression

Your child shows signs of anxiety or depression

• Family stress is overwhelming

Family stress is overwhelming

• Couple relationship significantly strained

Couple relationship significantly strained

• You feel hopeless or burnt out

You feel hopeless or burnt out

• Child has additional challenges (learning disabilities, anxiety, trauma)

Child has additional challenges (learning disabilities, anxiety, trauma)

What Professional Support Looks Like

At Potentialz Psychology, comprehensive ADHD support includes:

Assessment Services:

• Detailed ADHD assessment using gold-standard tools

Detailed ADHD assessment using gold-standard tools

• School observation and teacher consultation

School observation and teacher consultation

• Cognitive and academic assessment if needed

Cognitive and academic assessment if needed

• Comprehensive report with recommendations

Comprehensive report with recommendations

Treatment Services:

• Behavioral Parent Training (individual or group)

Behavioral Parent Training (individual or group)

• Child-focused skills training

Child-focused skills training

• School consultation and collaboration

School consultation and collaboration

• Family therapy

Family therapy

• Individual therapy for child

Individual therapy for child

• Couples therapy for parents

Couples therapy for parents

Specialized Approaches:

• Cognitive Behavioral Therapy (CBT)

Cognitive Behavioral Therapy (CBT)

• Dialectical Behavior Therapy (DBT) skills

Dialectical Behavior Therapy (DBT) skills

• Executive function coaching

Executive function coaching

• Social skills groups

Social skills groups

• EMDR for trauma (if relevant)

EMDR for trauma (if relevant)

Why Choose Potentialz Psychology

Led by Dr. Gurprit Ganda, a clinical psychologist with over 22 years of experience, Potentialz Psychology serves multicultural families across Sydney’s Hills District, including Bella Vista, Castle Hill, Norwest, Kellyville, Baulkham Hills, Parramatta, and Blacktown.

Our Approach:

• Evidence-based interventions

Evidence-based interventions

• Culturally sensitive care

Culturally sensitive care

• Collaborative approach with schools

Collaborative approach with schools

• NDIS registered provider

NDIS registered provider

• Flexible appointment times (evenings available)

Flexible appointment times (evenings available)

• Telehealth options available

Telehealth options available

• Bulk billing available (conditions apply)

Bulk billing available (conditions apply)

We understand the unique challenges faced by first-generation immigrant families and provide culturally responsive care that respects diverse backgrounds and parenting approaches.

Key Takeaways: Your ADHD Parenting Strategies Roadmap

Parenting a child with ADHD requires understanding, patience, and evidence-based strategies. Here are the key points to remember:

• ADHD is a neurological condition

  , not a behavior problem. Executive function deficits explain many challenging behaviors.

ADHD is a neurological condition

, not a behavior problem. Executive function deficits explain many challenging behaviors.

• Behavioral Parent Training works

  . Research consistently shows BPT improves both parent and child outcomes.

Behavioral Parent Training works

. Research consistently shows BPT improves both parent and child outcomes.

• Positive reinforcement is more effective than punishment

  . Catch your child being good 5:1 ratio.

Positive reinforcement is more effective than punishment

. Catch your child being good 5:1 ratio.

• Structure and routines reduce ADHD symptoms

  . Predictability decreases stress and builds skills.

Structure and routines reduce ADHD symptoms

. Predictability decreases stress and builds skills.

• Executive function support is essential

  . Teach organization, time management, and emotional regulation explicitly.

Executive function support is essential

. Teach organization, time management, and emotional regulation explicitly.

• Lifestyle factors matter

  . Nutrition, exercise, and sleep significantly impact ADHD symptoms.

Lifestyle factors matter

. Nutrition, exercise, and sleep significantly impact ADHD symptoms.

• School collaboration is crucial

  . Work as a team with teachers and school psychologists.

School collaboration is crucial

. Work as a team with teachers and school psychologists.

• Self-care isn’t optional

  . You must take care of yourself to effectively parent your child.

Self-care isn’t optional

. You must take care of yourself to effectively parent your child.

• Combined approaches work best

  . Medication plus behavioral strategies produce optimal outcomes.

Combined approaches work best

. Medication plus behavioral strategies produce optimal outcomes.

• Professional support helps

  . Don’t hesitate to reach out for assessment and treatment.

Professional support helps

. Don’t hesitate to reach out for assessment and treatment.

Moving Forward: Small Steps, Big Changes

Implementing these strategies won’t transform your family overnight. ADHD management is a marathon, not a sprint. Start with one or two strategies that seem most relevant to your family’s current challenges. Build on success gradually.

Remember that every child with ADHD is unique. What works beautifully for one child may need adaptation for another. Be patient with yourself and your child as you figure out what works for your family.

The journey of parenting a child with ADHD has challenges, but it also has incredible rewards. Children with ADHD are often creative, energetic, passionate, and caring. With the right support and strategies, they can thrive and reach their full potential.

You don’t have to do this alone. Support is available, strategies work, and hope is real. Your child can succeed—and so can you.

Test Your ADHD Parenting Knowledge

References

• Chacko, A., Wymbs, B. T., Arnold, F. W., Pelham, W. E., Swanger-Gagne, M., Girio, E. L., et al. (2024). Improving the efficacy and effectiveness of evidence-based psychosocial interventions for attention-deficit/hyperactivity disorder (ADHD) in children and adolescents.

  Translational Psychiatry

  , 14(1), 234.

  https://doi.org/10.1038/s41398-024-02890-3

Chacko, A., Wymbs, B. T., Arnold, F. W., Pelham, W. E., Swanger-Gagne, M., Girio, E. L., et al. (2024). Improving the efficacy and effectiveness of evidence-based psychosocial interventions for attention-deficit/hyperactivity disorder (ADHD) in children and adolescents.

Translational Psychiatry

, 14(1), 234.

https://doi.org/10.1038/s41398-024-02890-3

• Dekkers, T. J., Hornstra, R., van der Oord, S., Luman, M., Hoekstra, P. J., Groenman, A. P., et al. (2022). Meta-analysis: Which components of parent training work for children with attention-deficit/hyperactivity disorder?

  Journal of the American Academy of Child & Adolescent Psychiatry

  , 61(4), 478-494.

  https://doi.org/10.1016/j.jaac.2021.06.015

Dekkers, T. J., Hornstra, R., van der Oord, S., Luman, M., Hoekstra, P. J., Groenman, A. P., et al. (2022). Meta-analysis: Which components of parent training work for children with attention-deficit/hyperactivity disorder?

Journal of the American Academy of Child & Adolescent Psychiatry

, 61(4), 478-494.

https://doi.org/10.1016/j.jaac.2021.06.015

• Hornstra, R., Groenman, A. P., van der Oord, S., Luman, M., Dekkers, T. J., van der Veen-Mulders, L., et al. (2023). Review: Which components of behavioral parent and teacher training work for children with ADHD? A metaregression analysis on child behavioral outcomes.

  Child and Adolescent Mental Health

  , 28(2), 258-268.

  https://doi.org/10.1111/camh.12561

Hornstra, R., Groenman, A. P., van der Oord, S., Luman, M., Dekkers, T. J., van der Veen-Mulders, L., et al. (2023). Review: Which components of behavioral parent and teacher training work for children with ADHD? A metaregression analysis on child behavioral outcomes.

Child and Adolescent Mental Health

, 28(2), 258-268.

https://doi.org/10.1111/camh.12561

• Marquet-Doléac, J., Biotteau, M., & Chaix, Y. (2024). Behavioral parent training for school-aged children with ADHD: A systematic review of randomized control trials.

  Journal of Attention Disorders

  , 28(3), 377-393.

  https://doi.org/10.1177/10870547231211595

Marquet-Doléac, J., Biotteau, M., & Chaix, Y. (2024). Behavioral parent training for school-aged children with ADHD: A systematic review of randomized control trials.

Journal of Attention Disorders

, 28(3), 377-393.

https://doi.org/10.1177/10870547231211595

• Rasmussen, L. M. P., Bilenberg, N., Thomsen, P. H., Berntsen, D., & Videbech, P. (2024). Sustained improvements by behavioural parent training for children with attention-deficit/hyperactivity disorder: A meta-analytic review of longer-term child and parental outcomes.

  European Child & Adolescent Psychiatry

  , 33, 2865-2881.

  https://doi.org/10.1007/s00787-023-02297-3

Rasmussen, L. M. P., Bilenberg, N., Thomsen, P. H., Berntsen, D., & Videbech, P. (2024). Sustained improvements by behavioural parent training for children with attention-deficit/hyperactivity disorder: A meta-analytic review of longer-term child and parental outcomes.

European Child & Adolescent Psychiatry

, 33, 2865-2881.

https://doi.org/10.1007/s00787-023-02297-3

• Sluiter, M. N., Hornstra, R., van der Oord, S., Hoekstra, P. J., & Groenman, A. P. (2025). Intervention towards disruptive behavior among ADHD students: A systematic literature review (2020-2024).

  International Journal of Research and Innovation in Social Science

  , 9(19), 109-122.

Sluiter, M. N., Hornstra, R., van der Oord, S., Hoekstra, P. J., & Groenman, A. P. (2025). Intervention towards disruptive behavior among ADHD students: A systematic literature review (2020-2024).

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, 9(19), 109-122.

• Wahbeh, F., Hamed, O., Abu-Raya, K., Saleh, M., & Shawahna, R. (2025). Positive parenting program for attention deficit hyperactivity disorder: Maternal perspective shifts and child behavior problems reduction in a clinical trial.

  Child and Adolescent Psychiatry and Mental Health

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