Why Kids with ADHD Say “I Know What to Do, I Just Can’t Do It”

Parents often feel frustrated when their child insists, “I know what to do,” yet fails to follow through. This gap between knowing and doing is one of the hallmarks of ADHD.

It isn’t laziness or defiance. It’s a brain-based challenge — and it has solutions.

Why Knowing Doesn’t Equal Doing in ADHD

1. Executive Function Weakness

ADHD brains struggle with executive function — the skills that turn ideas into action. Planning, prioritizing, and sequencing tasks can all break down (Barkley, 2011).

2. Working Memory Gaps

Even when a child understands instructions, they may not hold the steps long enough to act. This leads to procrastination, distraction, or incomplete tasks (Kofler et al., 2019).

3. Motivation and Reward Processing

ADHD brains often need stronger or more immediate rewards to act. What seems “simple” to others can feel unmotivating to them (Volkow et al., 2011).

How Parents Can Support Follow-Through

Strategy 1: Externalize Executive Function

Don’t expect kids to keep everything in their head. Use tools like:

• Visual checklists
• Color-coded reminders
• Step-by-step task boards

This reduces cognitive load and makes success visible.

Strategy 2: Break Down Tasks

Instead of “clean your room,” start with:

• Pick up the clothes
• Put toys in one box
• Make the bed

Chunking creates small wins and builds momentum.

Strategy 3: Build in Immediate Rewards

Tie tasks to something rewarding right after. For example:

• 10 minutes of gaming after finishing homework
• Playing outside after tidying up
• Stickers or tokens that add up to a fun activity

Immediate reinforcement taps into how ADHD brains process motivation.

For older kids, pairing tasks with engaging activities — like doing attention training on NeuroTracker before studying — can also boost focus and follow-through.

Final Thoughts

When a child says, “I know what to do, I just can’t do it,” they’re expressing a real gap between skills and performance. With scaffolding, rewards, and practice, parents can help bridge that gap — building both confidence and independence.

FAQs

Q: Does my child’s struggle mean they aren’t trying?
A: No. ADHD affects how the brain organizes action. Supportive strategies, not pressure, help kids engage.

Q: Should I remind them constantly?
A: Too many reminders can feel like nagging. Instead, use external tools (visual schedules, task lists) so the environment does the reminding.

Q: Can training really improve follow-through?
A: Yes. Evidence shows that both behavioral strategies and cognitive training can strengthen attention and executive skills, supporting better daily performance.

Q: Will my child outgrow this challenge?
A: Executive function improves with age, but ADHD often persists. Building strategies early helps long-term success.

References

• Barkley, R. A. (2011). Executive functions: What they are, how they work, and why they evolved. Guilford Press. PubMed summary
• Kofler, M. J., Irwin, L. N., Soto, E. F., Groves, N. B., Harmon, S. L., & Sarver, D. E. (2019). Executive functioning heterogeneity in pediatric ADHD. Journal of Abnormal Child Psychology, 47(2), 273–286. PubMed link
• Volkow, N. D., Wang, G. J., Newcorn, J., Fowler, J. S., Telang, F., Solanto, M. V., … & Swanson, J. M. (2011). Motivation deficit in ADHD is associated with dysfunction of the dopamine reward pathway. Molecular Psychiatry, 16(11), 1147–1154. PubMed link

Cross-Publication Note

This article was originally published on Breakthrough ADHD and is republished here with permission.