How can I help my high schooler plan and prioritize well?

Key Takeaways

Audience Spotlight: Supporting Neurodivergent High School Learners

Neurodivergent high school students, including those with ADHD, autism, or learning differences, often face unique challenges with planning and prioritization. Many parents notice that their teens struggle to keep track of assignments, manage competing deadlines, or decide what to do first when tasks seem overwhelming. If this sounds familiar, you are not alone. The good news is that with understanding and tailored support, you can help high school students plan and prioritize more effectively, building confidence and reducing daily stress.

Definitions

Planning: The ability to set goals, break tasks into steps, and create a path to completion.

Prioritization: The skill of deciding what is most important or urgent, then focusing on those tasks first.

Why Do High Schoolers Struggle With Executive Function?

Executive function skills are a set of mental processes that help us manage time, organize information, and make decisions. For high schoolers, especially neurodivergent learners, these skills are still developing. Experts in child development note that teens’ brains are wired for growth and change, but may not always keep up with the demands of academic schedules, extracurriculars, and social life. Many teachers and parents report that even motivated students can get stuck when faced with too many options or unclear expectations.

Common signs your child may need extra support include missed deadlines, forgotten assignments, or becoming overwhelmed by long-term projects. These challenges are not about laziness or lack of effort. Instead, they often reflect a need for more structure, clear routines, and practice with step-by-step planning.

How Can I Help My High Schooler Plan and Prioritize Well?

Helping your teen develop strong planning and prioritization skills may feel daunting, but you are in a powerful position to make a difference. Here are practical strategies to help high school students plan and prioritize, especially if they are neurodivergent:

• Start with a conversation. Invite your child to share what feels most challenging. For example, “What is the hardest part about juggling your assignments lately?” Listen without judgment. This builds trust and gives you clues about where to start.
• Use visual tools. Many neurodivergent learners benefit from calendars, planners, or digital apps that break big tasks into smaller, manageable steps. Color-coding, sticky notes, or checklists can help make deadlines visible and reduce anxiety.
• Model prioritization. Talk through your own thought process when deciding what to do first. For example, “I have to answer this work email before noon, so I will do that before starting dinner.” This shows your child how to weigh urgency and importance.
• Encourage a daily or weekly review. Set aside ten minutes each evening or Sunday night to look ahead at upcoming assignments, tests, and obligations. Ask, “What is due first? What might take the most time?” This routine helps high schoolers spot potential conflicts before they become emergencies.
• Practice breaking tasks down together. If your child has a big research paper, help them list each step: choosing a topic, finding sources, drafting, revising, and so on. Celebrate progress at each stage. This approach demystifies complex projects and builds momentum.
• Set realistic time limits. Time management for high school students often means learning how long tasks actually take. Use a timer for homework blocks and encourage short breaks. Over time, your child can adjust their own schedules with greater accuracy.
• Normalize mistakes and setbacks. Remind your child that everyone forgets things or makes scheduling errors sometimes. Focus on problem-solving rather than blame. For example, “The project was late, but what could help next time?”

Executive Function Strategies: Tools and Routines That Work

Many families find that building executive function skills is easier with concrete tools and regular habits. Here are some parent-tested tips:

• Use a master calendar. Hang a large wall calendar or use a shared digital calendar (like Google Calendar) to track assignments, activities, and family events. This helps everyone stay on the same page and reduces surprises.
• Prioritization charts. Create a simple chart listing all upcoming tasks. Have your child label each as urgent, important, or can wait. This visual sorting helps clarify where to focus first.
• Checklists for recurring routines. Morning, after-school, or bedtime checklists can help neurodivergent students remember regular tasks and build independence. For example, “Check backpack for homework,” or “Pack gym clothes for tomorrow.”
• Weekly family check-ins. Hold a short meeting to review what went well and where extra help is needed. Invite your child to share their own strategies and successes.
• Break the “all or nothing” mindset. If your child feels overwhelmed, encourage starting with “just five minutes” on a task. Small starts are better than avoidance, and momentum often builds once they begin.

For more information on building executive function, see our resources on executive function.

Planning and Prioritization in High School: What Does Success Look Like?

Every student is different, and success may look different for your child than for others. Some neurodivergent high schoolers will need more reminders or check-ins, and that is okay. The goal is not perfection, but steady progress towards greater independence and self-confidence. Signs that your support is working might include:

• Turning in assignments more regularly
• Expressing less stress about deadlines
• Trying new tools (like planners or checklists) on their own
• Asking for help before problems snowball

Remember, it may take weeks or months for new habits to take hold. Celebrate small wins and remind your child that learning to plan and prioritize is a lifelong skill, not a one-time fix.

Common Mistakes Parents Make (And How To Avoid Them)

• Doing all the planning for your teen. While it is tempting to step in, over-managing can prevent your child from practicing these skills. Instead, guide them with questions and support.
• Focusing only on academics. Planning and prioritization skills apply to all areas: chores, hobbies, social plans, and self-care. Encourage your child to use these tools beyond schoolwork.
• Expecting instant results. Building executive function takes time. Be patient and recognize effort as well as outcomes.
• Comparing to other students. Neurodivergent learners may progress differently. Celebrate your child’s unique growth.

Q&A: What If My Child Refuses to Plan or Gets Frustrated?

It is common for high schoolers to push back against new routines or feel discouraged after setbacks. If your teen resists planning, try the following:

• Validate their feelings: “I know this seems hard right now.”
• Offer choices: “Would you rather use a paper planner or an app?”
• Start small: Focus on one class or one assignment instead of everything at once.
• Involve outside support: Sometimes a tutor, counselor, or teacher can reinforce skills in a different way.

Remember, you do not have to have all the answers. Your presence, encouragement, and willingness to work together are powerful tools.

Grade-Specific Guide: Planning and Prioritization for High Schoolers

High school students face increasing demands as they balance academics, extracurriculars, and future planning. Here are some grade-specific tips to help high school students plan and prioritize at every stage:

• Freshmen (Grade 9): Introduce planners, encourage checking grades weekly, and help break down multi-step assignments together.
• Sophomores (Grade 10): Teach scheduling for tests, projects, and extracurriculars. Discuss setting realistic goals each semester.
• Juniors (Grade 11): Model how to prioritize college prep tasks (SAT, ACT, campus visits) alongside regular assignments. Reflect on what planning tools work best.
• Seniors (Grade 12): Support time management for college applications, final projects, and transition planning. Encourage independence, but check in on progress regularly.

As your child moves through high school, revisit and adjust planning strategies together. Growth is an ongoing process, and setbacks are normal.

Tutoring Support

At K12 Tutoring, we understand the unique needs of neurodivergent high school students. Our tutors use research-backed techniques and personalized strategies to help high school students plan and prioritize, building confidence and independence along the way. Whether your child needs help establishing routines, organizing assignments, or managing deadlines, we are here to partner with your family every step of the way.

Related Resources

• 6 Activities That Inspire A Goal-Setting Mindset – Edutopia
• Managing Your Time – Overcoming Obstacles
• What is Executive Function? – Harvard Center on the Developing Child

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].