Common planning mistakes for neurodivergent learners

Key Takeaways

Audience Spotlight: Understanding Planning Obstacles for Neurodivergent Learners

When it comes to planning schoolwork, projects, or even daily routines, neurodivergent learners often face obstacles that can be confusing or frustrating for families. Whether your child is diagnosed with ADHD, autism, or a learning difference, it is common to encounter unique challenges in planning and prioritization. Many parents notice their child struggles with starting assignments, estimating how long work will take, or switching between tasks. If you recognize these moments in your own home, you are not alone. Understanding the common planning mistakes for neurodivergent learners is the first step in supporting your child with empathy and practical strategies.

Definitions

Planning refers to the ability to organize steps, materials, and time to reach a goal. Prioritization is the skill of deciding which tasks are most important and need attention first. Both are key parts of executive function, the set of mental skills that help us manage daily life.

Common Planning Mistakes for Neurodivergent Learners

Many families discover that the same hurdles appear again and again when supporting neurodivergent children with planning tasks at home. Recognizing these patterns can turn frustration into growth. Below are some of the most common planning mistakes for neurodivergent learners, with examples and tips to help you respond with confidence.

1. Underestimating or Overestimating Time

One of the most common planning mistakes for neurodivergent learners is misjudging how long tasks will take. For example, your child may think a science project will only need an hour, only to realize late in the evening that much more time is required. Alternatively, a student might avoid beginning a reading assignment because it feels overwhelming, only to complete it much faster than expected. Experts in child development note that time estimation is often affected by differences in executive function. A simple timer or visual schedule can help your child develop more accurate time awareness.

2. Difficulty Breaking Down Big Tasks

Many teachers and parents report that neurodivergent learners struggle to turn big projects into smaller, manageable steps. Instead of outlining a plan for a book report or science fair entry, your child may become overwhelmed and unsure where to begin. This can lead to last-minute stress or incomplete work. Modeling how to break big assignments into smaller parts, and writing out each step, helps make the process less intimidating.

3. Forgetting Materials or Instructions

It is common for neurodivergent students to forget to bring home the right materials or to overlook key instructions. For example, your child might leave a math notebook at school or miss an important detail in a project description. This is not a sign of carelessness but rather a sign that working memory and organization need practice. Creating checklists or using reminder notes can support these skills, and over time, your child will become more independent in remembering what is needed.

4. Jumping to Preferred Tasks First

Your child may rush to complete tasks they enjoy, such as drawing or building, while avoiding less preferred ones like writing or math. This is a common planning mistake for neurodivergent learners, especially when executive function challenges make it hard to prioritize. A visual “to-do” list that ranks assignments by importance can help your child see what must come first and what can wait until later.

5. Not Adjusting the Plan When Things Change

Flexibility is part of strong planning skills, but neurodivergent learners may find it difficult to switch gears when routines are disrupted. For example, if your child expects to finish homework before dinner but an unexpected visitor arrives, they might feel stuck or upset. Practicing “if-then” scenarios and preparing for small changes can help your child learn how to adapt plans without anxiety.

Planning & Prioritization Across Grade Bands: What Might This Look Like?

Planning and prioritization challenges show up differently depending on your child’s age. Here are some common examples across various grade levels, with tips for each stage.

Elementary School (K-5)

• Scenario: Your child forgets to bring home a library book needed for tomorrow’s report.
• Tip: Use a backpack checklist or picture chart to help your child remember what to pack each day.

Middle School (6-8)

• Scenario: Your child starts a social studies project late, missing key steps and feeling overwhelmed.
• Tip: Break the project into daily “mini goals” and check off each step together to build momentum.

High School (9-12)

• Scenario: Your teen spends hours reorganizing notes for a favorite subject but does not start the challenging essay due tomorrow.
• Tip: Help your teen create a weekly planner that marks due dates and ranks tasks by urgency, practicing how to “tackle the hardest first.”

What If My Child Refuses to Plan?

It is common for parents to ask, “What should I do when my child resists planning altogether?” Many neurodivergent learners find planning frustrating because it feels overwhelming or because they fear making mistakes. Instead of pushing for a “perfect plan,” start with one small step. For example, invite your child to choose which assignment to do first, or ask them to make a simple list for the day. Celebrate any effort, no matter how small. Over time, positive experiences can reduce anxiety around planning and help your child build trust in their own abilities.

How Can Parents Avoid Reinforcing Common Planning Mistakes?

Supporting your neurodivergent learner means shifting the focus from “fixing” mistakes to building new habits. Here are a few planning tips for neurodivergent students that families can use at home:

• Discuss which mistakes come up most often for your child, and brainstorm solutions together.
• Model how you plan your own day or week, showing your child that planning is a skill everyone practices.
• Use visual tools such as calendars, sticky notes, or color-coded lists to make planning concrete.
• Encourage self-advocacy by letting your child tell you when a plan is not working and needs to change.
• Check in regularly, but allow your child to lead the process as much as possible.

Remember, every step forward is progress. If you are looking for more guidance on executive function skills, the K12 Tutoring Executive Function Resource Hub offers tools, articles, and expert advice for families.

When to Seek Additional Support

If your child’s planning struggles cause significant stress, missed assignments, or conflict at home, it may be time to reach out for extra support. Many parents benefit from working with tutors, therapists, or school counselors who understand the unique needs of neurodivergent learners. Seeking support is a sign of strength and helps your child learn that everyone needs help sometimes.

Tutoring Support

K12 Tutoring partners with families to nurture planning and prioritization skills for neurodivergent learners. Our experienced tutors use proven strategies tailored to your child’s needs, helping build confidence, independence, and a positive approach to learning. With the right support, every child can develop strong planning habits that last a lifetime.

Related Resources

• Time Management for Kids: Build Better Routines (Without Nagging) – Positive Parenting Solutions
• 5 Steps for Collaborative Goal Setting – Edutopia
• What Is Time Management And Why Is It Important? – NSHSS

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].