A mom left this question in the chat:

“My six-year-old wants to be in charge, and we have let her. We break down and allow bad habits because it’s easier for us and her three-year-old brother — but now her brother is starting to pick up on her habits. She tantrums about going to school, coming home from school, treats, new toys, iPad time, leaving or going to anything, and all food. We started introducing timeouts, mealtime at the table only when we offer, and a 30-minute daily limit on iPad away from food. She has separation anxiety and ADHD. She sees a therapist but is not on medication. How much of this is nature versus nurture?”

This is an extremely common scenario. Not just with kids who have separation anxiety or ADHD, but in general: people like to be in control, kids like to be in control, and when you give them control, they want more and more of it. That doesn’t mean we can’t give our child control in some areas — and I’m actually going to suggest we do exactly that. But in a specific, intentional way.

Here’s how I’d approach it.

Start with the building blocks: Spirit, Mind, and Body

Before we talk about reining anything in or setting new limits, I want to make sure the basic foundations are in place. I think about this through a framework I’ve carried since my YMCA camp days: spirit, mind, and body. When I say “spirit,” I don’t mean it in a strictly religious sense — I mean a child’s sense of self, their inner confidence, their capacity to feel okay.

If we don’t have these foundations in place, we’re going to spin our wheels. We’re going to feel like either we’re broken, or our child is broken, when really we just haven’t addressed the very basic biological and developmental needs underneath.

1. Free play and lower demands

Especially after school, this child needs time with low demands and unstructured free play. Before you try to rein in her desire for control or set new limits, look at how packed your evenings are. If you’re running from activity to activity, pare down to one or two nights per week with structured commitments. Give her time to just be.

2. Sleep

This is the most critical foundation, and I’d prioritize it above everything else. That looks like:

* No screens at least an hour before bed

* A specific wind-down plan, not just “get to bed”

* Recognizing that overtired kids can’t self-regulate — they’re not like us, who can fall asleep on a dime after a long day; their brains and bodies need time to off-ramp

Many parents pack evenings with enrichment and activities, then rush kids to sleep. What that does to the child is remove any sense of control over their own evening — and it doesn’t give them the time they need to transition.

3. Protein and nutrition

Neurotransmitters like dopamine, serotonin, and norepinephrine are synthesized from protein. At each meal of the day — especially first thing in the morning and after school — make sure she’s getting a good source of protein in. This is still in the “basic building blocks” category, but it matters more than most people realize. Your child’s blood sugar ups and downs have a huge impact on their behaviors as well, and so protein helps to stabilize that blood sugar all day long.

Once the foundations are in place: structure control, don’t just limit it

Here’s where a lot of parents go wrong: they try to take control away without giving any back. For a kid wired like this, that’s a recipe for escalation.

Pick one area at a time

You cannot fix everything at once. I usually have parents start by thinking in blocks of the day:

* Morning routine

* After school to dinner

* Dinner to bedtime

Pick one and focus there. Based on what this mom shared, the after-school and evening stretch is where most of the friction is happening. Start there.

Start with one new boundary — and roll it out intentionally

The 30-minute iPad limit is a very reasonable place to begin. But the way you introduce it matters. Here’s how I’d do it:

“I know it can be hard when you’re on your iPad to know how much time is left — so I got you this little timer so you can see it.”

Use a visual timer (a time timer or any visual clock — you can get one on Amazon for under $10). Set it where she can see it. Check in a couple of times with how much time is left. Then practice the transition off screens, over and over again.

One of the criteria I use for whether a family is in a good place with screens is this: not how much time they’re on it, but how does the transition off screens go? If she can move from the iPad to dinner or play without a meltdown, you’re in a good place. If it’s throwing the iPad or a full shutdown, that’s a signal you need more practice with the transition, not just a stricter rule.

Do this for a week or two without piling on every other demand at the same time. Let her build the skill. Then move to the next thing.

Give her specific areas where she’s in charge

For a child who craves control, you want to channel that, not just suppress it. Give her personal choice decisions — what shoes to put on, what time she brushes her teeth, what she wears. These are low-stakes, but they matter to her.

Then go a step further: give her control over something in the household that actually matters. For us, it’s the dishwasher. Our six-year-old unloads it. I’ll sometimes say, “Hey, do you want to unload the dishwasher now, or in five minutes? I can see you’re playing with your sister.” That’s giving control — and it’s also teaching her that she has an important role in the family.

Good household jobs for this age:

* Emptying the dishwasher

* Sweeping

* Filling the dog bowls

* Moving laundry from the washer to the dryer

Avoid starting with “pick up your toys” — kids resist that one. Give her something outside her comfort zone, just slightly, with your support. The message she internalizes is: this is something mom and dad do, and they need me. That builds autonomy, belonging, and a sense of contribution — the internal confidence that she matters because of what she does.

A note on ADHD specifically

For a child with ADHD, after-school difficulty is almost predictable. They’ve been holding it together all day — staying in their seat, following directions, managing their body. By the time they get home, they’re done. That’s called restraint collapse: I’ve done what everyone asked. I just need some time to not be told what to do.

That’s not defiance. That’s an exhausted nervous system.

So with this child, I’d focus especially on making sure she feels understood, supported, and connected before you introduce any demands. Then add the boundary. Kids actually find comfort in clear limits — as long as those limits come from a place of relationship, not just control.

On medication: I don’t jump to it, and I don’t know this child. I’d put all the building blocks in place first. But I do want to name this clearly: ADHD is not just hyperactivity and inattention. It also involves emotional dysregulation and executive functioning challenges. For kids who are significantly struggling, medications can give them the scaffolding to get through the day without running a marathon and collapsing at the end. They stay on task at school. They build self-confidence. It doesn’t feel like a constant fight with their own brain.

It’s not cheating. I always equate it to a child with asthma: you don’t tell an asthmatic to just breathe harder, and you shouldn’t tell a child with ADHD to just brain harder. We support them with everything we have — environment, rest, nutrition, structure, connection — and sometimes medication is part of that support.

TLDR:

* Foundations first: free play, sleep, protein

* Pick one block of the day to focus on — don’t try to fix everything at once

* Start with one boundary (screens is a good one) and roll it out with a visual timer and consistent practice

* Give her areas of real control — personal choices and household jobs that matter

* For the ADHD piece: expect restraint collapse after school, prioritize connection before correction, and keep the medication conversation open with her care team

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