Parent strategies for prioritizing tasks in high school

Key Takeaways

Audience Spotlight: Supporting Neurodivergent Learners in High School

Many parents of neurodivergent children know the unique challenges that come with high school academics. It is common to feel unsure about how to help your child juggle assignments, projects, and extracurricular activities. For students with ADHD, autism spectrum disorder, or executive function differences, keeping track of tasks and deciding what comes first can often feel overwhelming. You are not alone in these concerns. With the right parent strategies for prioritizing tasks in high school, you can help your child find routines that work for their individual needs and learning style.

Definitions

Planning and prioritization refer to the skills students use to decide what needs to be done first, create a roadmap for their work, and break big assignments into manageable steps. Executive function is a set of mental skills, including working memory, flexible thinking, and self-control, that help students manage their time, focus, and complete tasks.

Understanding the Struggle: Why Prioritization Feels Hard in High School

High school students, especially those who are neurodivergent, often face a whirlwind of assignments, tests, and obligations. Many teachers and parents report that these students may start with good intentions but become stuck or anxious when multiple deadlines approach at once. The pressure to balance schoolwork, activities, and a social life can lead to stress and self-doubt. By learning parent strategies for prioritizing tasks in high school, you can be the patient guide your child needs during these busy years.

Experts in child development note that executive function skills are still developing during adolescence. For some students, especially those with ADHD or learning differences, organizing and sequencing work does not come naturally. This does not mean your child is lazy or unmotivated. Instead, it signals an opportunity to model strategies and provide gentle scaffolding until these skills grow stronger.

How Can Parents Help High School Students Prioritize?

If you have ever wondered, “How can I help my neurodivergent teen make sense of a packed assignment list?” you are asking an important question. The answer lies in understanding your child’s unique strengths and building a supportive structure together. Here are several parent strategies for prioritizing tasks in high school that you can start using right away:

• Use visual tools. Many neurodivergent students benefit from planners, calendars, or task boards. Try color-coding by subject or urgency. Encourage your child to check off tasks for a sense of accomplishment.
• Break down big projects. Large assignments can feel overwhelming. Help your child break work into smaller steps and set mini-deadlines. For example, “Research topic by Tuesday, outline by Thursday, write introduction by Friday.”
• Ask guiding questions. Instead of telling your child what to do first, try asking, “Which assignment is due soonest?” or “Which task feels most stressful right now?” This builds decision-making skills and self-awareness.
• Set up a daily check-in. Spend a few minutes each afternoon or evening reviewing upcoming tasks. Celebrate what was completed and talk through what is next. Your calm presence models how to approach challenges step by step.
• Model flexibility and forgiveness. Sometimes plans change or tasks do not get finished. When this happens, focus on solutions (“What is the next best step?”) rather than blame. This reduces shame and encourages resilience.

Executive Function and Prioritization: Building Skills for Life

Executive function is at the heart of planning and prioritization. For high schoolers, especially those with executive function differences, learning to prioritize tasks is a foundation for independence. Parent strategies for prioritizing tasks in high school should focus on gradual growth. Start by taking a collaborative approach: sit down together at the start of each week, look at assignments, and ask your child how they want to approach their workload. Over time, step back and allow your child to take the lead, offering support as needed.

Consider using digital tools if your child prefers screens, or stick with paper planners if that feels more comfortable. The most important thing is consistency and a structure your child can rely on. If you notice your child struggling to keep up, revisit your approach together and adjust. Executive function support is not one-size-fits-all.

High School Planning and Prioritization: Grade-Specific Tips

Every year in high school brings new expectations. Freshmen may need help adjusting to a heavier workload, while seniors juggle applications and final projects. Here are some ways parent strategies for prioritizing tasks in high school can shift over time:

• For 9th and 10th grade: Focus on building routines. Encourage your child to use a planner daily, review assignments with you each week, and reflect on what strategies work best.
• For 11th and 12th grade: Support your child as they take on more independence. Talk together about how to balance schoolwork, jobs, and college applications. Practice setting priorities when time is limited.
• Across all grades: Check in about stress levels, and be open to adjusting strategies if your child feels overwhelmed. Celebrate progress, not just perfection.

For more ideas on supporting executive function, explore our related resource.

Common Parent Questions: What If My Child Refuses to Plan?

It is common for teens, especially neurodivergent learners, to resist planning tools or routines at first. You might worry that your efforts are not making a difference. Try to remember that resistance is often a sign of feeling overwhelmed, not defiance. Parent strategies for prioritizing tasks in high school include offering choices rather than ultimatums. For example, “Would you rather use a paper planner or an app?” or “Do you want to plan together or on your own?” Allow your child to express what feels most helpful.

Some students need extra time to see the benefits of planning. Keep modeling calm, steady support and notice even small improvements. If your child continues to struggle, consider reaching out to teachers, counselors, or tutors for additional guidance. You can also visit our skills resource hub for more strategies.

Emotional Barriers: Addressing Stress and Overwhelm

High school can be stressful for any student, but neurodivergent learners may feel especially anxious when priorities pile up. Many parents notice signs like procrastination, avoidance, or negative self-talk. Remind your child that these feelings are normal, and that everyone needs help sometimes. By using parent strategies for prioritizing tasks in high school, you are teaching your child that it is okay to ask for support and take tasks one step at a time.

Encourage breaks, healthy routines, and open conversations about stress. If anxiety is interfering with your child’s well-being, do not hesitate to seek professional help.

Coaching Tips: Building Confidence and Independence

• Start with encouragement. Even small wins (“You finished your math homework on time!”) build momentum.
• Give your child permission to experiment with different systems. There is no single best way to plan or prioritize.
• Help high school students prioritize by connecting tasks to their interests or goals. For example, “Finishing this project means you will have more free time for your art club.”
• Work together to set up regular review sessions. This can be a time to reflect on what’s working and what is not.

Related Resources

• Helping Kids Who Struggle With Executive Functions – Child Mind Institute
• EF Skills: Planning & Prioritizing – Smart Kids with LD (SmartKidswithLD.org)
• The 7 Executive Functioning Skills Every Parent Should Know – Cherokee Creek Blog

Tutoring Support

K12 Tutoring understands the challenges families face around planning and prioritization in high school, especially for neurodivergent learners. Our experienced tutors meet students where they are, helping them develop routines, build confidence, and find strategies that fit their strengths. When you need extra support, we are here to partner with you every step of the way.

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].