Managing planning and priorities for student success

Key Takeaways

Audience Spotlight: Supporting Neurodivergent Learners in Middle School

Many parents of neurodivergent children notice that managing planning and priorities for student success is more challenging during the middle school years. This is a time when students are expected to juggle multiple classes, assignments, and activities, often with less direct teacher guidance than in elementary school. For students with ADHD, autism, or related learning differences, executive function skills such as planning and prioritization may develop more slowly or require different strategies. These challenges are normal and do not reflect a lack of intelligence or motivation. With encouragement and the right approaches, your child can build skills to feel more organized and in control.

Definitions

Planning is the ability to map out steps and strategies to achieve a goal, such as breaking a project into smaller tasks. Prioritization means deciding which tasks are most important and should be completed first.

How Executive Function Impacts Planning and Prioritization

Executive function refers to the mental skills that help us manage time, organize tasks, and regulate our behavior. Difficulties with executive function often make managing planning and priorities for student success harder, especially for neurodivergent learners. Experts in child development note that these skills are built gradually through experience, coaching, and lots of practice. Many teachers and parents report that middle school students may struggle with forgetting assignments, underestimating how long tasks will take, or feeling overwhelmed by multiple deadlines.

Why Planning Skills for Middle School Matter

Planning skills for middle school are crucial because students begin facing more complex workloads, rotating class schedules, and increased expectations for independence. Without strong planning habits, it is easy for your child to get lost in a sea of assignments, leading to stress and frustration. Recognizing that these struggles are common (and not a sign of laziness) can help you approach your child’s challenges with compassion. Supporting skill-building now lays the foundation for later academic and life success.

Common Parent Concerns: “Why Does My Child Struggle to Plan and Prioritize?”

If you have ever wondered why your child waits until the last minute to start a project or forgets about homework, you are not alone. Many parents notice their neurodivergent child has difficulty breaking down larger tasks, estimating how long work will take, or deciding what to do first. Sometimes the issue is simply that planning feels overwhelming or abstract. Your child may also become anxious and avoid tasks that seem too big or confusing. Remember, these are not personal failings but signs that your child needs more support and strategies to build these skills.

Practical Steps: Managing Planning and Priorities for Student Success at Home

• Model planning out loud. Talk through your own daily tasks and how you decide what to do first. For example, say, “I see we have dinner, laundry, and a grocery trip. I will start with dinner so it is ready by six.” Modeling makes the invisible visible for your child.
• Use visual tools. Calendars, planners, sticky notes, and checklists help make time and tasks concrete. Encourage your child to write down homework, highlight due dates, and check off completed work. Color-coding can help make priorities stand out.
• Break tasks into steps. Help your child turn assignments into smaller, manageable parts. For example, “Research volcanoes” becomes “Find three articles, take notes, write outline, draft report.” This reduces overwhelm and provides more opportunities for success.
• Ask guiding questions. Instead of telling your child what to do, ask questions like, “What is due soonest?” or “Which part will take the most time?” This builds their independence and problem-solving skills.
• Set regular planning times. Choose a consistent time (such as Sunday evening) to review the upcoming week’s assignments, activities, and deadlines together. This routine helps your child anticipate busy days and plan ahead.
• Celebrate small wins. Praise effort, not just results. Recognizing when your child uses a new system or finishes a task early can boost their confidence and motivation.

Middle School Planning & Prioritization: A Grade Band Approach

In middle school (grades 6-8), students face unique planning and prioritization demands. Teachers may expect them to manage multiple subjects, keep track of assignments across platforms, and handle group projects. For neurodivergent learners, these expectations can be extra daunting. Try using a large wall calendar at home to visually map out big assignments, or set digital reminders together. Encourage your child to preview upcoming units or ask teachers for assignment breakdowns. If your child uses an IEP or 504 plan, check if planning and prioritization accommodations are included, such as chunked assignments or extra check-ins.

Parent Coaching Tips for Building Independence

• Resist the urge to rescue every time. Allow your child to experience natural consequences in a supportive way. If they forget an assignment, use it as a learning opportunity rather than criticism.
• Encourage self-advocacy. Teach your child how to email teachers for clarification or extra help. This skill is empowering and relieves some of the pressure from you as a parent.
• Promote reflection. After an assignment or project, ask your child what worked well in their planning and what could be improved next time. This reflection builds metacognition and gradual self-reliance.
• Connect with school supports. Many schools offer study skills workshops or have counselors who can provide extra coaching. Do not hesitate to reach out for resources.

For more strategies and support, visit our executive function resources page.

When to Seek Extra Help

If you notice that managing planning and priorities for student success remains a daily struggle despite consistent strategies, consider reaching out to your child’s teachers, counselor, or pediatrician. Sometimes an updated IEP, a 504 accommodation, or outside tutoring can make a real difference. Remember, asking for help is a sign of strength, not weakness.

Tutoring Support

K12 Tutoring understands the unique needs of neurodivergent learners and families. Our tutors work alongside parents and students to build foundational skills in managing planning and priorities for student success. We focus on growth, confidence, and practical strategies that empower your child to thrive. You are not alone on this journey, and support is always available.

Related Resources

• EF Skills: Planning & Prioritizing – Smart Kids
• Teaching Time Management Skills in Grades 3-12 – Edutopia
• How to Guide Students to Set Academic Goals – Edutopia

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].