Daily Routines
Building predictable, manageable daily routines that reduce conflict, support independence, and work with your child's brain.
When routines are automatic, less mental energy is spent deciding what to do next.
Knowing what comes next reduces anxiety and helps children feel safe.
External structure compensates for internal planning and sequencing difficulties.
Consistent routines mean fewer surprises and fewer difficult transitions.
Once learned, routines allow children to manage tasks without constant prompting.
Morning routine
- Work backwards from departure time to set wake-up time
- Build in buffer time - things always take longer than expected
- Reduce choices (clothes laid out the night before)
- Visual schedule posted where they can see it
- Same order every day
Common morning problems
- •Natural light or light alarm clock
- •Earlier bedtime (tired children struggle more)
- •Favourite music as wake-up alarm
- •Something to look forward to (breakfast they love)
- •Clothes laid out in order to put on
- •Dress in same location each day
- •Minimal distractions (no screens until dressed)
- •Visual checklist on wardrobe/drawer
- •Limited choices (this or that, not open-ended)
- •Same breakfast for consistency if needed
- •Protein to sustain energy
- •Eat together if possible
- •Bag packed night before (non-negotiable)
- •Landing pad for essentials (keys, cards, etc.)
- •Checklist by door
- •Leaving time alarm 10 minutes before actual deadline
After-school routine
Many neurodivergent children have been working hard to hold it together at school. They need time to decompress before any demands are made.
- Allow decompression time before demands
- Consistent snack/rest period
- Clear expectations for homework timing
- Balance between structure and flexibility
- Recognise that after-school behaviour may reflect school effort
- •Minimal questions initially (not "How was school?")
- •Snack ready when they arrive
- •Low-demand first 30-60 minutes
- •Sensory tools available
- •Consistent homework time (after break)
- •Break tasks into chunks
- •Timer to show progress
- •Movement breaks between tasks
- •Clear rules about when screens allowed
- •Visual timer showing screen time
- •Activity before screen time
- •Transition warnings before screen time ends
Transition strategies
Transitions between activities are often the hardest part. These strategies help.
Give advance notice of transitions (10 minutes, 5 minutes, 2 minutes, now).
- •Use timers - visual or auditory
- •Consistent warning sequence
- •Name the next activity
Something physical that moves with the child between activities.
- •Favourite toy that "comes along"
- •Special object for difficult transitions
- •Carrying something to the next place
A consistent activity that bridges two others.
- •Song while tidying up
- •Movement break between activities
- •Countdown ritual
Visual showing current task and what comes next.
- •First homework, then game
- •Photos or icons
- •Child can see the reward coming
Consistent way to mark the end of an activity.
- •Closing song or phrase
- •Putting items "to bed"
- •Checking off on visual schedule
Visual supports for routines
Principles
- Some structure still needed, but can be looser
- Maintain key anchors (wake time within 1-2 hours of weekday)
- Balance planned activities with downtime
- Prepare for Monday during the weekend
Tips
- •Keep similar wake and sleep times to avoid Monday shock
- •Plan one active and one quiet activity
- •Include some household tasks (routine, not punishment)
- •Preview the week ahead on Sunday
- •Pack school bag Sunday evening
- •Lay out Monday clothes Sunday night
Building new routines
Start small
Focus on one routine at a time (morning only, then add evening).
Involve the child
Co-create routines where possible - they're more likely to follow what they helped design.
Make it visible
Visual schedules posted where they'll see them.
Be consistent
Same routine, same order, same time - every day until it's automatic.
Practice when calm
Run through new routines when there's no pressure.
Expect setbacks
Illness, holidays, and changes will disrupt routines. This is normal.
Rebuild after disruption
Return to routines immediately after breaks. The first few days will be harder.
Routines are not about control - they're about reducing chaos. When daily activities are predictable, children spend less energy managing uncertainty and more energy on learning, playing, and connecting.
- Routines reduce daily conflict by removing negotiations
- External structure supports internal executive function difficulties
- Predictability reduces anxiety and increases cooperation
- Visual supports are not "crutches" - they're effective tools
- Consistency now builds independence later