Getting started and following through for middle school

Key Takeaways

Audience Spotlight: Supporting Neurodivergent Learners in Middle School

Middle school can be a time of enormous transition, especially for neurodivergent learners. Many parents notice that getting started and following through for middle school is a particular challenge for children who have ADHD, autism, or processing differences. Tasks that seem simple on the surface—like starting homework, finishing a project, or even organizing a backpack—may require extra support and patience. These challenges are not a reflection of effort or motivation. Instead, they reflect unique brain wiring and the need for tailored strategies. As a parent, your understanding and advocacy can make a tremendous difference as your child grows in confidence and independence.

Definitions

Task initiation is the ability to begin a task promptly and efficiently, especially when it is new or feels difficult.

Follow-through means completing a task after starting it, managing distractions, and seeing it to the finish line.

Executive function refers to the set of brain processes that help us plan, organize, remember instructions, and manage multiple tasks.

Why Is Getting Started and Following Through So Hard in Middle School?

Middle school brings new routines, more homework, changes in teachers, and growing social expectations. For neurodivergent students, the leap in independence can feel overwhelming. Tasks that require planning, self-monitoring, and organization may trigger anxiety or avoidance. Many teachers and parents report that students who struggled less in earlier grades now find “just getting started” to be a daily hurdle. It is important to recognize that getting started and following through for middle school is not a character flaw or a sign of laziness. Instead, it is often a signal that executive function skills are still developing, and your child needs both compassion and concrete tools.

Executive Function Skills: The Foundation for Middle School Success

Experts in child development note that executive function skills—like task initiation, working memory, organization, and self-control—are crucial for academic and personal growth. In middle school, students are expected to juggle assignments from different classes, manage long-term projects, and take more responsibility for their learning. For many neurodivergent learners, these demands can outpace their current skill set. That is why focusing on getting started and following through for middle school can help your child build resilience, reduce stress, and experience more success.

Practical Strategies: How Parents Can Help at Home

Supporting your child with getting started and following through for middle school is more than checking homework. It means teaching routines, modeling strategies, and celebrating small wins. Here are actionable tips:

• Break tasks into smaller steps. Instead of “do your homework,” try “open your math book and find page 32.” Write down each step so your child can check off progress.
• Create visual schedules or checklists. Many students benefit from seeing tasks laid out in order. Color-coded planners, sticky notes, or digital tools can all be helpful.
• Build in transition cues. Use timers, music, or reminders to signal when it is time to start or switch tasks. For example, a five-minute warning before homework time lets your child prepare mentally.
• Use “body doubling.” Sometimes, your presence nearby (even while doing your own work) helps your child get started and stay on track.
• Encourage “just one thing.” Overwhelm can lead to avoidance. Prompt your child to do the first small action, such as writing their name at the top of a worksheet.
• Model self-compassion and positive self-talk. When your child gets stuck, normalize setbacks: “Lots of people find starting new things hard. Let’s figure out the first step together.”

Middle School and Task Initiation: What Does Progress Look Like?

Growth in getting started and following through for middle school rarely happens overnight. Progress may look like fewer reminders needed, less resistance to starting work, or more willingness to ask for help. Celebrate small victories, such as completing part of an assignment independently or sticking with a task a little longer than last time. Over time, these small shifts build your child’s sense of capability and confidence.

Building Time Management for Middle School Students

Time management for middle school students is closely tied to task initiation and follow-through. Students may underestimate how long assignments take, forget due dates, or struggle to prioritize. You can help by:

• Setting up a consistent homework routine that fits your child’s energy patterns.
• Using visual timers or phone alarms to break work into manageable chunks.
• Reviewing upcoming assignments together each week and helping your child plan when to work on each one.
• Encouraging reflection: What worked well today? What could we change tomorrow?

For more ideas, see our time management resources.

Parent Question: How Can I Reduce Homework Battles?

It is normal to feel frustrated when homework turns into a nightly standoff. Try to approach these moments with curiosity rather than criticism. Ask, “Which part feels hardest to start?” or “Would it help if we sat together for the first five minutes?” Sometimes, simply naming what feels overwhelming helps your child move forward. If resistance is high, consider adjusting expectations—doing a few problems well is better than a power struggle over the whole worksheet. Remember that getting started and following through for middle school is a journey, and setbacks do not mean failure. Seek support from teachers or school counselors if challenges persist.

Common Mistakes and Gentle Course Corrections

• Expecting instant independence. Even in middle school, many neurodivergent learners need scaffolding and reminders. Gradually reduce support as your child builds skills.
• Focusing only on outcomes. Celebrate effort and process, not just finished products. Positive feedback on sticking with a task matters.
• Assuming one strategy fits all. Every child is unique. What works for one may not work for another. Try different routines and tools to find the right fit.

Encouraging Growth, Resilience, and Independence

Getting started and following through for middle school is a skill set your child will continue developing into high school and beyond. Your patience, empathy, and practical support lay the groundwork for future success. Remind your child that everyone needs help sometimes, and that making mistakes is part of learning. Celebrate every step forward, and remember that growth happens gradually. As you model flexibility and self-advocacy, your child learns to do the same.

Tutoring Support

K12 Tutoring understands the unique challenges of getting started and following through for middle school, particularly for neurodivergent learners. Our experienced tutors partner with families to offer personalized strategies, encouragement, and step-by-step coaching. Whether your child needs help organizing assignments, building better routines, or boosting self-confidence, we are here to support your journey and celebrate every success along the way.

Related Resources

• My Teen Struggles with Executive Function
• The Parent’s Guide to Executive Functioning Skills – ADDitude Magazine
• How to Avoid Procrastination

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].