Why Do Students With ADHD Struggle With Time Management?

Time management can be a significant challenge for students with ADHD due to challenges with “executive function” – i.e. a person’s ability to plan, organise, and complete tasks. Our executive functions help us do what we know we should do, allowing us to look ahead and assess which actions will benefit our future selves and then take steps to execute those actions. 

Individuals with ADHD struggle with future thinking and get stuck in the present. The benefit of doing tomorrow’s homework now might be avoiding detention later. However, a student with ADHD may be unable to look further ahead than the fun game they’re playing right now. The homework doesn’t get done, and the negative consequences come as a bit of a surprise the next day! It is essential to understand that this results from executive function difficulties rather than laziness or carelessness, and as such, requires tackling in a kind and supportive way. Here we have compiled our favorite techniques to help with time management for people with ADHD, these are based on our personal experiences and working with students with ADHD.

What Are the Common Challenges?

Some of the typical time management challenges students may face include:

  1. Difficulty with focus and sustained attention: Students with ADHD often struggle to focus on tasks for extended periods. This can result in difficulty starting assignments or projects on time and staying engaged until completion.
  2. Time perception issues: ADHD can affect a person’s perception of time. Pupils may need help to accurately estimate how much time a task requires, leading to underestimation and inadequate planning. Some students with ADHD may also have difficulty conceptualising the past, present, and future linearly, making it harder to plan and manage time effectively.
  3. Organisational challenges: Keeping track of assignments, deadlines, and class schedules can be overwhelming for students with ADHD. They may need to find important materials or remember upcoming tests and projects.
  4. Easily distracted: Students with ADHD are easily distracted by internal and external stimuli. Even when attempting to manage time efficiently, they may find it challenging to resist distractions and stay on track.
  5. Overcommitment: Students with ADHD might struggle to gauge how much they can realistically accomplish within a given timeframe, leading to taking on more tasks than they can handle, which can lead to stress and burnout.

Addressing these challenges requires a comprehensive approach that combines adequate classroom accommodations, individualised support, and skill-building strategies. For example, using time management tools and breaking tasks into smaller, manageable steps can help students with ADHD develop better time management skills and succeed academically. Additionally, involving parents, teachers, and school counsellors can ensure a collaborative effort to support the student’s time management needs. Below are some tips to help students with ADHD develop successful time-management strategies.

Time-Management Techniques for Students With ADHD

1.) The Pomodoro Method

The Pomodoro Technique is a time management method invented in the 1980s by Francesco Cirillo. It aims to improve productivity and focus by breaking work into small, manageable intervals. Each interval, known as a “Pomodoro,” is typically 25 minutes long, followed by a short break of 5 minutes. After completing four Pomodoros, a longer break of 15-30 minutes is taken. The method is named after Cirillo’s kitchen timer, which was in the shape of a tomato, or in Italian, “pomodoro”!

The technique encourages individuals to prioritise tasks, eliminate distractions, and work with focused concentration during each Pomodoro. It provides a structured approach to work and helps prevent burnout by incorporating regular breaks. For students with ADHD, breaking down long stretches of unstructured time into shorter chunks can improve their time perception. Over time they will develop an awareness of how much work they can do within 25 minutes, which will strengthen their ability to schedule and plan ahead.

Try breaking school work down into Pomodoros and taking those breaks when prompted. If sitting still is a challenge, the student can use the breaks to burn off some physical energy. Or if the work is particularly unappealing to the student, mixing up the tasks (for example, Maths homework – break – English assignment – break – back to Maths) can create some novelty and generate higher interest.

2.) Gamification

ADHD brains are interest-driven rather than importance-driven, so activities that capture an ADHD student’s curiosity or sense of fun will always come more easily to them than activities they perceive as boring. Therefore, making a game out of undesirable tasks can be an excellent way of increasing productivity. These can be as simple as racing against the clock (e.g., can you complete your maths homework before the timer goes off in 15 minutes?) or using a novelty pen to write with!

3.) Creating a distraction-free homework zone

Students with ADHD are highly sensitive to their surroundings, so it’s essential to create an environment where they can feel calm and focused as they study. Each student’s ideal environment will be different. Still, it’s generally best to set them up somewhere quiet, away from noise and movement, in a space dedicated only to study. Visual time-management aids, such as clocks, week-to-view homework diaries, and schedule charts, can be beneficial. Allow students to choose their own work materials, such as pens, highlighters, notepads, iPad covers, etc., as this will help foster a sense of ownership and enjoyment of this space.


ADHD impairs the development of the brain’s prefrontal cortex, which is the part of the brain responsible for decision-making and self-regulation, also known as our executive functioning. This component of ADHD is often described as Inattention.

According to a 2018 study by ADHD Australia, children with ADHD have a developmental delay in executive function skills of approximately 30% compared to neurotypical children. Adults with ADHD tend to develop about 80% of the executive functioning capacity of their neurotypical peers. However, the type of impairment varies greatly between individuals with ADHD. One individual may find herself easily able to manage her time but struggles to remember names and numbers. Another will be able to memorise huge chunks of information but finds punctuality a constant battle.

Absolutely, and at any age! As with any skill, with practice and support, people with ADHD can find ways to improve self-regulation and decision-making in a way that’s tailored to their unique brain-wiring. An ADHD or Executive Function Coach can be an invaluable tool, helping design routines and structures that work for each individual and offering a source of support and accountability.