Externalizing time

Keep the timer beside the task, with time left visible at a glance

Proposed in research

Barkley advises teachers to make time visible to children. For tasks lasting up to an hour, a clock or kitchen timer on the child’s desk shows time left and how quickly it passes(Barkley, 2016). The timer should be visible without unlocking a phone or switching windows.

In one study, 44 children ages 7–9 took math tests with and without a visible timer. With the timer, mind wandering and restless behavior decreased significantly. The decrease was greater in children at higher risk of attention deficit hyperactivity disorder (ADHD)(Hallez & Vallier, 2025).

List each step before estimating time

Research-backed

Estimates such as “20 minutes to get ready to leave” often omit small steps: finding keys, changing shoes, waiting for the elevator. General-population studies found that breaking tasks into components before estimating reduced underestimation(Kruger & Evans, 2004; Wiese et al., 2016).

Breaking a task down helps less when it has very few steps(Kruger & Evans, 2004; Wiese et al., 2016).

Scheduling backward adjusts the finish time, not minutes of work

Research-backed

In four general-population experiments, people scheduling backward from the last step predicted later completion dates or times than those scheduling forward. One experiment also found less overly optimistic bias(Wiese et al., 2016).

Scheduling backward did not significantly change estimates of actual work duration. It adjusts completion time, which includes waiting and interruptions. These findings do not show more accurate estimates of the minutes needed for each step(Wiese et al., 2016).

In one child study, a visible countdown reduced pretest anxiety

Proposed in research

In the same study of children ages 7–9, anxiety before the math test was significantly lower with a visible timer. No significant difference in math scores was detected(Hallez & Vallier, 2025). Parents concerned that a countdown increases tension can use this finding as a reason to try one.

Children and parents rated gains differently after tools and training

Research-backed

A Swedish randomized controlled trial randomly assigned 38 children with ADHD, ages 9–15 and on stable medication, to groups. After 24 weeks, parents rated daily time management as improving more in the group receiving time skills training and assistive tools than in the education-only control group. Children’s self-ratings showed no significant improvement(Wennberg et al., 2017).

In another study, children’s chosen goals mostly involved completing routines on time, knowing how long a task takes, and knowing what to do next(Wennberg et al., 2020). These goals can guide choices. Both studies provided tools and training together; buying tools alone may not have the same effect.