Create a practical ADHD support prompt pack for [PERSON AND CONTEXT]. The immediate difficulties are [CURRENT CHALLENGES], and the priorities for the next [TIMEFRAME] are [PRIORITIES]. Work within these real constraints: [CONSTRAINTS]. Include any relevant supports already in place: [CURRENT SUPPORTS]. Produce eight copy-paste prompts, each 80-120 words, for: choosing one next action when overwhelmed; breaking a task into a 10-minute start; planning a realistic day; preparing for an appointment; creating an external reminder system; recovering after an interrupted routine; reducing friction around a recurring task; and reflecting on what helped without self-blame. Each prompt must request a short, visible output such as a three-item list, time-block plan, checklist, or script. Build in options for low-energy days, transition time, and a “stop and reassess” point.
Use nonjudgmental, concrete language. Do not diagnose ADHD, recommend medication changes, make treatment claims, or present the prompts as medical care. Do not assume that a strategy will work for everyone. For a child or student, direct the user to involve a parent, school team, or qualified clinician as appropriate. If the person describes immediate risk of self-harm, harm to others, abuse, or inability to stay safe, direct them to local emergency services or a crisis resource instead of continuing with routine planning. Ask up to three clarifying questions only if a required input is missing. Before answering, check that each prompt has a manageable first action and does not depend on motivation alone. Check that suggestions respect the stated constraints and identify where professional support may be useful.
Fill in
| Placeholder | What to enter | Example |
|---|---|---|
| [PERSON AND CONTEXT] | Describe the person and situation, such as an adult working remotely or a college student managing classes. | An adult product designer working from home three days a week. |
| [CURRENT CHALLENGES] | List the practical difficulties, such as task initiation, missed deadlines, transitions, or losing track of items. | Starting ambiguous work, switching after meetings, missing personal errands, and abandoning routines after travel. |
| [TIMEFRAME] | Enter the planning period, such as today, this week, or the next two weeks. | This workweek |
| [PRIORITIES] | List the few outcomes that matter most during that time. | Finish a design review deck, attend two appointments, and keep mornings predictable. |
| [CONSTRAINTS] | Describe fixed commitments, energy limits, budget limits, sensory needs, or tools available. | Meetings 10-3 Tuesday and Thursday; low energy after 4 p.m.; phone calendar and paper notebook available. |
| [CURRENT SUPPORTS] | List supports already used, such as a therapist, medication prescribed by a clinician, calendar, coach, or school accommodations. | Weekly ADHD coaching, a clinician-managed medication plan, and shared calendar with partner. |
How to use
- Choose one current situation, not a complete life overhaul, and include fixed commitments and energy limits.
- Run the task-start prompt before asking for a full schedule; it is easier to plan from a real next action.
- Keep only reminders you can see or hear in the places where the task happens.
- Follow up with: “Turn the three-item plan into a 15-minute check-in script for tomorrow morning.”
Variations
Student assignment
Use when a student is stuck starting a school task.
Help me start [ASSIGNMENT] due [DUE DATE]. I have [AVAILABLE TIME] and these barriers: [BARRIERS]. Give me one 10-minute starting action, a short checklist for the next 30 minutes, and one message I can send to [TEACHER OR SUPPORT PERSON] if I need clarification. Keep instructions visible and concrete. Do not diagnose me or promise a result. Ask up to three questions only if information is missing. Check that the first action can be completed with the materials I list: [MATERIALS].
Weekly reset
Use after a disrupted week or missed routine.
Create a gentle weekly reset for [CONTEXT] after [DISRUPTION]. My essential commitments are [COMMITMENTS], and I can realistically spend [TIME AVAILABLE] organizing. Produce a one-page plan with a 15-minute reset, three priority outcomes, a simple reminder setup, and a fallback for low-energy days. Do not fill every hour or assume I can catch up on everything. Ask up to three questions only if needed. Check that the plan includes transition time and one explicit task to defer or renegotiate.
Appointment notes
Use before talking with a clinician, coach, or school team.
Help me prepare concise notes for an appointment with [PROFESSIONAL OR TEAM] about [CONCERN]. Organize my observations from [NOTES] into: examples, timeline, impact on daily life, strategies tried, questions, and goals for the meeting. Keep uncertainty visible and do not diagnose, recommend medication changes, or interpret symptoms as proof of a condition. Ask up to three questions only if required facts are missing. Check that the final notes distinguish observed facts from my interpretations and fit on one page.
Tips
- Make the first step smaller than the task feels it deserves; opening the document and writing a rough title can be a valid start.
- Place reminders at the point of action, such as a note on the door for an item to bring, rather than in an app you rarely open.
- Plan transitions deliberately: add a short reset after meetings, travel, or emotionally demanding tasks.
- Bring a dated list of examples and strategies tried to clinical or school appointments; it gives professionals more useful information than a broad description of feeling overwhelmed.
FAQ
Can ChatGPT diagnose ADHD?
No. It can help organize observations and daily supports, but diagnosis and treatment require a qualified clinician.
Are these prompts appropriate for children?
They can help adults support a child with routines and schoolwork, but parents, educators, and the child's care team should guide decisions and privacy.
What should I do if ADHD symptoms are seriously affecting safety or daily functioning?
Contact a qualified healthcare professional promptly. If there is immediate danger or risk of self-harm or harm to others, contact local emergency services or a crisis resource.