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Fostering Self-Regulation in Teens with ADHD
By Claire Scroope, Registered Psychologist,  BPsySci (Hons), MProfPsy
September 2025

For teens with ADHD, executive functioning can be a significant challenge. Executive functioning refers to the mental processes that allow us to plan, organise, problem-solve, control our impulses, and regulate our emotions. These skills are important as they help us navigate daily tasks, school, work and relationships. Teens with ADHD may have difficulty with planning ahead, organising their thoughts and materials needed to complete tasks, following through on responsibilities and regulating their emotions. The teen years are critical for developing skills that will support their independence, and with the right strategies can improve their executive functioning.  

How ADHD Affects Executive Functioning in Teens ​

In ADHD, the brains’ ability to manage executive functioning is impaired due to a variety of factors. Some factors include: 

• Key brain regions, particularly the prefrontal cortex are underactive, which affects tasks such as planning, attention and impulse control (Arnsten, 2009).  

• ADHD can be linked to an imbalance of neurotransmitters, particularly dopamine and norepinephrine – which play important roles in focus and motivation (Curatolo et al., 2010).  

• Genetic and environmental influences (Pingault et al., 2015)  

• Impaired brain connectivity – where the brain has trouble sending clear signals between areas that control focus and self-control, making it harder to tune out distractions and stay on task (Tomasi & Volkow, 2012) 

Strategies for Building Executive Functioning Skills and Promoting Independence ​

To help teens with ADHD foster stronger executive functioning skills, a combination of strategies and consistent practise can be used. Here are some research-based approaches: 

1. Creating Routines and Schedules 
   Why it works: teens with ADHD often struggle with time management and organisation. A structured routine may help reduce anxiety around responsibilities (McClain & Burks, 2015).  
   What to implement: setting a consistent daily routine that includes specific times for homework, meals and other activities. Visual schedules or planners can be useful, as well as digital tools such as calendar apps or task managers. 
   ​Example: your teen could set up a weekly planner with different colours for each activity or school subjects, social events and chores. Setting alarms or reminders can also be useful. 
2. Breaking Tasks Into Chunks 
   Why it works: large or vague tasks can be overwhelming, leading to procrastination and difficulty getting started (McClain & Burks, 2015). 
   What to implement: encourage them to break down larger projects into smaller, more manageable steps. Setting a timer for focused work may also be useful, rewarding themselves with a small break in between.  
   Example: for a big research paper for example, your child can break the process down into stages (e.g., choosing a topic, doing research, outlining, drafting, revising), and each stage can have it’s own deadline. For a cleaning task (i.e., cleaning their room), this can be broken down into smaller tasks they can check off such as picking clothes up from the floor, make the bed, clear off the desk, vacuum etc.  
3. Strengthening Impulse Control  
   Why it works: impulsivity can affect their decision-making (e.g., acting without considering the consequences). Strengthening impulse control can lead to more thoughtful choices (Patros et al., 2016) 
   What to implement: encouraging mindfulness activities, journaling, positive reinforcement to reward thoughtful behaviour 
   Example: When they are feeling the urge to make an impulsive decision (i.e., abandon homework to play a game, making a quick purchase, feeling frustration and wanting to lash out) they can practise deep breathing, taking a pause, adding items to ‘wish list’ and waiting for 24 hours, going for a short walk, take a short break, listen to music, splashing cold water on the face or holding something cold etc  
4. Fostering self-advocacy  
   Why it works: for teens with ADHD, learning to advocate for themselves can help foster their sense of independence and autonomy  What to Implement: teaching skills in how to communicate their own needs with others, such as asking for extra time on assignments and seeking support when needed  
   Example: they may ask a teacher to provide a written outline of assessments due over the term, or they may want to ask for a quiet space to reduce distractions 
5. Encouraging Resilience  
   Why it works: encouraging a growth mindset – helping your child believe that skills can improve with practise – helping them to persevere through challenges and set backs (Burnette et al., 2020) 
   What to Implement: emphasise effort over perfection, praising them for their positive effort and progress rather than focusing on outcomes. Encourage your child to view mistakes as a process of learning.   
   Example: If a teen doesn’t do well on their test, instead of dwelling on the marks, discuss what they can do next time to do improve on their scores and focus on their efforts, putting some things in place for next time   

The Path to Greater Independence 

As teens with ADHD continue to practise and implement strategies to help with their executive functioning, they can learn to make more thoughtful decisions, regulate their behaviour, manage their time and their responsibilities more effectively. With patience, practise and support, teens can gradually build the skills they need to build greater independence in their later years.  ​

References
Arnsten, A.F.T. Toward a New Understanding of Attention-Deficit Hyperactivity Disorder Pathophysiology. CNS Drugs 23 (Suppl 1), 33–41 (2009). https://doi.org/10.2165/00023210-200923000-00005 
Curatolo P, D'Agati E, Moavero R. The neurobiological basis of ADHD. Ital J Pediatr. 2010 Dec 22;36(1):79. doi: 10.1186/1824-7288-36-79. PMID: 21176172; PMCID: PMC3016271. 
Pingault J, Viding E, Galéra C, et al. Genetic and Environmental Influences on the Developmental Course of Attention-Deficit/Hyperactivity Disorder Symptoms From Childhood to Adolescence. JAMA Psychiatry. 2015;72(7):651–658. doi:10.1001/jamapsychiatry.2015.0469  
Tomasi D, Volkow ND. Abnormal functional connectivity in children with attention-deficit/hyperactivity disorder. Biol Psychiatry. 2012 Mar 1;71(5):443-50. doi: 10.1016/j.biopsych.2011.11.003. Epub 2011 Dec 6. PMID: 22153589; PMCID: PMC3479644. 
McClain, E., & Burks, EJ. Managing Attention-Deficit/Hyperactivity Disorder in Children and Adolescents. March 2015. 42(1): 99-112.  
Patros CH, Alderson RM, Kasper LJ, Tarle SJ, Lea SE, Hudec KL. Choice-impulsivity in children and adolescents with attention-deficit/hyperactivity disorder (ADHD): A meta-analytic review. Clin Psychol Rev. 2016 Feb;43:162-74. doi: 10.1016/j.cpr.2015.11.001. Epub 2015 Nov 11. PMID: 26602954. 
Burnette, JL., Babij, AD.,  Oddo, LE., & Knouse, LE. Self-regulation mindsets: relationship to coping, executive functioning, and ADHD. Journal of Social and Clinical Psychology, 2020, 39(2). https://doi.org/10.1521/jscp.2020.39.02.101  ​

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