Overcoming emotional blocks to get started and follow through

Key Takeaways

Audience Spotlight: Supporting Neurodivergent Learners at Home

Many parents of neurodivergent children notice that starting homework or chores can become a daily struggle. These challenges are not signs of laziness or willfulness. For elementary students with ADHD, autism spectrum disorder, anxiety, or learning differences, overcoming emotional blocks to get started and follow through can feel overwhelming. Neurodivergent brains often process emotions and tasks differently, so your child’s resistance to begin a task may be rooted in real feelings of worry, fear, or confusion. Understanding and normalizing these experiences is an important first step in helping your child succeed.

Definitions

Emotional blocks are feelings such as anxiety, frustration, or overwhelm that make it hard for a child to begin or complete a task.

Task initiation is the ability to start a task or activity on your own, even when it is difficult or not preferred.

Follow-through means completing a task to the end, despite distractions or challenges.

Understanding Executive Function: Why Task Initiation is Challenging

Executive function skills help children manage their thoughts, actions, and emotions in order to achieve goals. Task initiation and follow-through are core executive function abilities. Experts in child development note that for neurodivergent learners, such as students with ADHD or autism, starting and finishing tasks can be especially challenging due to heightened sensitivity to stress or changes in routine. Many teachers and parents report that emotional barriers—like fear of failure, perfectionism, or frustration—often get in the way of getting started, even when children want to do well.

For example, your child might avoid starting a math worksheet because they remember feeling “stuck” last time, or they might freeze up at the sight of a messy room, unsure where to begin. These emotional responses are normal, and they can be addressed with patient support and practical strategies.

Common Emotional Barriers in Elementary Students

• Anxiety: Worry about making mistakes or not understanding can lead to avoidance. Some children fear disappointing adults or look for ways to escape uncomfortable feelings.
• Perfectionism: The fear of not doing something perfectly can keep a child from even starting. “If I cannot do it right, why try?” is a common thought pattern.
• Overwhelm: Large or multi-step tasks can seem impossible. Children may not know how to break things down, so the whole task feels too big to handle.
• Low confidence: Past struggles or negative feedback can make a child believe they are not capable, which blocks motivation.

How Parents Can Recognize Emotional Blocks

Many parents notice their child procrastinating, melting down, or becoming distracted right before starting homework or chores. These are often signs of internal emotional blocks, not just “misbehavior.” Look for patterns: Does your child sigh, leave the room, or complain of stomach aches before certain tasks? Are there times when encouragement works, and times when nothing seems to help? By tuning in to these clues, you can better understand what your child is experiencing and help them find new ways forward.

Practical Strategies for Overcoming Emotional Blocks to Get Started and Follow Through

Supporting your child with overcoming emotional blocks to get started and follow through is a process. Here are some parent-tested steps you can try:

• Name the feeling: Help your child identify what they are feeling. You might say, “It seems like starting this worksheet is making you worried. Can you tell me more?”
• Break tasks into small steps: Instead of “clean your room,” try “let’s pick up the books first.” Success with the first step builds confidence.
• Use visual supports: Checklists or picture schedules can make tasks feel more manageable. Crossing off each step gives a sense of accomplishment.
• Offer choices: Let your child choose which part to do first or how to approach a task. This sense of control can reduce anxiety.
• Model positive self-talk: Share your own strategies out loud: “Sometimes I feel nervous about starting big projects, so I tell myself I can do one part at a time.”
• Celebrate effort, not just results: Praise your child for getting started, even if the task is not finished yet. “I am proud you began your reading today—that takes courage.”
• Schedule brain breaks: Short breaks between steps can help children reset and avoid overwhelm.

How Can I Help My Child Build Confidence for Task Initiation?

Parents often ask, “How can I help my child build confidence for elementary students who struggle to begin their work?” One effective approach is focusing on small, achievable wins. If your child avoids writing because it feels too hard, start with drawing a picture or writing just one sentence. Gradually increase the challenge as your child experiences success. Encourage your child to reflect on their successes: “Remember last week when you finished your science project? How did you get started?” These conversations help children see themselves as capable and resourceful.

Some families find it helpful to use affirmations or a “brag book” where your child collects examples of things they have started and finished. This visual reminder can motivate your child when new challenges arise.

Elementary School and Task Initiation: What Works?

For elementary school children, routines and predictability are especially important. Set up a consistent time and place for homework, free from distractions. Use timers to help your child see that tasks have a clear beginning and end. If your child has an IEP or 504 plan, ask their teacher about supports for task initiation and emotional regulation.

Sometimes, it helps to problem-solve together: “What makes starting spelling homework tough? What could make it easier?” If your child struggles across subjects, resources like executive function skills can help you find additional tools and support.

Building Executive Function Skills at Home

Encourage your child to practice planning and organizing with everyday activities. For example, let them help make a grocery list, pack their backpack, or decide the order of steps for getting ready in the morning. These daily opportunities to start and complete small tasks build the foundation for stronger executive function and greater independence.

Remember, overcoming emotional blocks to get started and follow through is a journey. Some days will be easier than others. Celebrate growth, and let your child know that it is okay to ask for help when feelings get big.

Tutoring Support

K12 Tutoring partners with families to support elementary students as they practice overcoming emotional blocks to get started and follow through. Our tutors use evidence-based strategies to help children develop confidence, independence, and executive function skills, while honoring each child’s unique strengths and needs. We believe that every child can succeed with the right support and encouragement.

Related Resources

• Developing Executive Function Skills: A Checklist for Parents – Tera Sumpter Blog
• Understanding Executive Function Skills: A Guide for Parents of Special Needs Children – Ignite Achievement Academy
• Interventions for Executive Functioning Challenges: Task Initiation – The Pathway2Success

Trust & Transparency Statement

Last reviewed: October 2025
This article was prepared by the K12 Tutoring education team, dedicated to helping students succeed with personalized learning support and expert guidance. K12 Tutoring content is reviewed periodically by education specialists to reflect current best practices and family feedback. Have ideas or success stories to share? Email us at [email protected].