How can I help my child develop good habits for high school students?

Key Takeaways

Audience Spotlight: Supporting Neurodivergent Learners in High School

Parenting a neurodivergent high school student comes with unique challenges and strengths. If your child is autistic, has ADHD, or learns differently, you may notice they approach routines and self-advocacy in their own way. Many parents notice that even highly capable teens can struggle with things like organizing assignments, remembering deadlines, or knowing when to ask for help. These are not personal failings but common hurdles for neurodivergent learners. By working with your child to develop good habits for high school students, you empower them to build tools for school and for life. Your understanding, encouragement, and willingness to adapt strategies matter more than perfection. Together, you can help your teen discover routines that work for their unique brain and needs.

Definitions

Self-advocacy means knowing your needs and speaking up to get support, especially in school. Executive function refers to mental skills that help with planning, organization, and managing tasks and emotions.

Why Is It Hard to Develop Good Habits for High School Students?

Many parents wonder why their high schooler resists routines or forgets to ask for help, even when the stakes are high. Experts in child development note that the teenage brain is still growing, especially in areas that control planning, impulse control, and self-reflection. For neurodivergent students, these skills might take even longer to mature. High school brings new demands—more homework, shifting schedules, and increased independence. Add in social pressures or anxiety, and even the most motivated teen can feel overwhelmed. It is normal for teens to push back on parent involvement, but they still need guidance. Your steady presence and understanding can help your child develop good habits for high school students, even if progress feels slow at times. Remember, growth is rarely linear, and setbacks are part of the process.

How Can I Tell If My Child Needs Help With Habits?

It can be tough to know when to step in. Watch for signs like unfinished assignments, missed deadlines, or frequent frustration about school. Some teens may say “I am fine” but seem stressed or withdrawn. Others may avoid talking about school altogether. Many teachers and parents report that neurodivergent learners might mask their struggles, especially if they worry about being different. If you notice your child becoming overwhelmed, procrastinating, or refusing to ask teachers for clarification, it may be time to offer gentle support. Developing good habits for high school students often starts with noticing these patterns and opening a judgment-free conversation.

Knowing When to Ask for Help: A Key Self-Advocacy Skill

One of the most powerful habits your high schooler can build is recognizing when to seek help. This is not easy, especially for neurodivergent students who may fear standing out or feel embarrassed. Normalize the idea that everyone needs support sometimes. Try sharing stories from your own life when you needed to speak up. Encourage your child to identify trusted adults at school—teachers, counselors, or special educators. Role-play conversations about asking for clarification, extensions, or accommodations. Remind them that self-advocacy is a sign of strength, not weakness. Over time, helping your child develop good habits for high school students around asking for help can boost their academic confidence and emotional well-being.

High School Study Routines: Building Blocks for Success

Creating high school study routines is not just about homework. For neurodivergent learners, routines offer predictability and reduce anxiety. Work with your child to develop a daily or weekly schedule that includes time for assignments, breaks, meals, and downtime. Let them have input—some teens focus best after school, others need a break first. Use tools like planners, phone reminders, or color-coded folders to make routines visual and accessible. Experts recommend starting small: pick one new habit, like writing homework in a planner, and celebrate small wins. Consistency is more important than perfection. If routines fall apart during busy weeks, problem-solve together and adjust. The goal is to help your child develop good habits for high school students that fit their learning style and family life.

When Should Parents Step In—and When Should They Step Back?

Many parents struggle with finding the right balance between supporting their teen and fostering independence. Ask yourself: is my child capable, but unmotivated, or truly struggling with skills? For neurodivergent learners, scaffolding is key. That means providing just enough support to help them succeed, then gradually pulling back as they gain confidence. Offer choices rather than commands. For example, “Would you like to check your planner before or after dinner?” instead of “Did you do your homework?” Praise effort, not just results. Let your child experience natural consequences when possible, but be ready to intervene if stress, anxiety, or academic struggles become overwhelming. Remember, the goal is to help your child develop good habits for high school students that they can carry into adulthood, not to manage every detail yourself.

Practical Steps: How to Coach Your Teen Toward Better Habits

• Start with a conversation: Ask your child about their current routines and what feels hard. Listen without judgment.
• Set clear, achievable goals: Focus on one or two habits at a time, such as checking grades weekly or asking for help when stuck.
• Model problem-solving: Share your own strategies for staying organized or reaching out when you need support.
• Use visual supports: Calendars, checklists, and reminders can help make routines predictable and concrete.
• Encourage self-advocacy: Practice scripts for emailing teachers or speaking up in class. Role-play if needed.
• Celebrate progress: Acknowledge small wins and effort, even if your child is not perfect. Progress is what matters.
• Adjust as needed: Be flexible. If something is not working, try a new approach together.

You can also explore more ideas in our self-advocacy resources and study habits guide.

High School and Knowing When to Ask for Help: What Does Success Look Like?

Success might look different for each neurodivergent learner. For some, it is emailing a teacher about a confusing assignment. For others, it is using a checklist to remember homework. Celebrate your child’s unique growth, not just traditional markers like grades. Over time, the skills you build together—self-advocacy, routines, and knowing when to seek support—will help your child develop good habits for high school students and beyond. Remember, your empathy and encouragement are just as important as any strategy or tool.

Tutoring Support

If your child is still struggling to develop good habits for high school students, K12 Tutoring is here to help. Our tutors partner with families to build confidence, executive function skills, and personalized strategies for neurodivergent learners. Sometimes an outside perspective can make all the difference in helping teens discover what works for them.

Related Resources

• Parents: Tips for Talking to Your Child About Mental Health – Children’s Hospital of Philadelphia
• 5 Common Techniques for Helping Struggling Students
• The Real Reason Why Students Don’t Ask Teachers for Help

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].