Agenda Use and Deadline Tracking Strategies for Students and their Families
Disclaimer: the content of this post is for informational and educational purposes only. To seek medical advice or a diagnosis contact a licensed professional. See linked references for source information.
1. A Common Challenge: Why Students Have Trouble Keeping an Agenda and Tracking Deadlines:
Students face various challenges when it comes to staying organized and maintaining an agenda for deadline tracking. Though people with ADHD are known to struggle with this, many non-ADHD students equally need guidance and support. Ripple effects can occur if a student does not have a system for deadline tracking – from feeling stressed and lacking confidence to negatively impacting academic performance. Like any other skill, organization takes time and practice. With a brain that’s rapidly growing and changing, on top of increased academic pressures, middle schoolers and high schoolers especially may feel overwhelmed. Psychologists use the term Executive Functioning to describe the mental processes involved in staying organized, managing time, and completing multi-step tasks. When executive function skills need further development, students may encounter difficulties in:
Working Memory:
Remembering instructions or due dates for assignments.
Impulse Control:
Struggling to delay gratification and focus on less exciting tasks.
Emotional Regulation:
Feeling overwhelmed by tasks and struggling to remain calm.
2. Building Routines and Consistency
Routine is one of the most powerful tools for helping students (with and without ADHD)develop organizational skills, as it provides a predictable structure. Here’s how to establish and maintain routines effectively:
Start Small:
Begin with a single routine, such as an “Agenda Check” every morning and evening.
Be Specific:
Instead of saying, “Check your agenda,” break it down into steps. For instance: “Open your agenda, review today’s deadlines, and write down your top three priorities.”
3. Tools and Strategies for Deadline Tracking
Choosing the right tools can make a big difference in helping students track deadlines. Consider these options and how to use each effectively:
Reminders and Alarms:
Set alarms and reminders on your phone as extra reinforcement for deadline tracking and to prompt daily and weekly check-ins.
Digital Planners and Calendars:
Google Calendar/Apple Calendar:
Set reminders for important deadlines. Use colour-coding (e.g., red for urgent, blue for upcoming) to help your student visually prioritize.
Alarm Reminders:
Set recurring alarms for daily “agenda time” to build routine.
Physical Planners:
If a student prefers to use a physical planner choose one with a simple layout, a notes section and plenty of space to write for each day. Avoid overcrowded page layouts; avoid bullet journals/plain notebooks since these lack structure and specificity.
Task-Breakdown Tools:
Step-by-Step Plans:
For larger assignments, help your student create a list of mini-tasks (e.g., “Step 1: Research,” “Step 2: Write Outline”). For each exam, print a template including all the topics covered, materials and resources, as well as plan your study sessions right away.
4. How to Recover When Falling Behind
Falling behind is normal, especially for students learning to manage ADHD or those without ADHD still developing organizational skills. It’s important to approach this situation calmly, focusing on how to move forward:
Normalize the Experience:
Remind your student that everyone falls behind sometimes. What matters is how we get back on track.
Break Down the Backlog:
When catching up, focus on the most important tasks first. Together, list overdue assignments in order of priority.
One Step at a Time:
Set manageable goals for each day rather than trying to complete everything at once. For example, “Let’s aim to finish one missed assignment by tonight.”
Encourage a Growth Mindset:
Emphasize learning from the experience, like planning ahead or breaking down tasks to avoid similar situations in the future.
Using Positive Language:
Instead of asking, “Why didn’t you check your planner?” try, “Let’s take a look together and make a plan for tomorrow.”
Encourage Problem-Solving:
Help your student feel part of the process by asking, “What’s one thing we could try to make this easier?” or “Which task do you want to focus on first?”
Celebrate Small Wins:
Recognize progress and effort, even if it’s just a single completed task. Positive reinforcement helps students build confidence and resilience.
Pro Tip:
Consider a “Catch-Up Day” if possible—one day a week to focus solely on making progress on any overdue tasks.
5. Master List of Deadlines
Having a visible, organized system can help ensure that deadlines don’t slip through the cracks. For older students, add teacher emails to easily contact them.
Print Multiple Copies:
Create a “Master List” of deadlines for the month or semester. Print copies and keep them in high-traffic areas:
At Home:
Post one on the fridge or a family bulletin board and on the student’s desk
In School Binders and school bag
Update Weekly:
Sit down together once a week to cross off completed tasks and add any new deadlines.
6. Use Checklists for Daily and Weekly Tasks
Checklists are incredibly effective for staying organized and to feel like you have accomplished work. They provide a clear, step-by-step guide to follow.
Daily Checklist:
Create a checklist that includes simple steps like “Check agenda,” “Complete homework,” “Pack bag for tomorrow.”
Weekly Review Checklist:
Once a week, sit down with your student to review their progress, adjust deadlines, and add upcoming tasks.
Set Up a Weekly Family “Check-In”
A regular check-in helps everyone stay organized and allows for open communication about what’s going well and where more support is needed. These should become shorter as the student becomes more independent and builds solid habits.
Review and Plan Ahead:
During the check-in, review deadlines, upcoming assignments, and any obstacles. Use this time to brainstorm solutions together.
Pro Tips:
When a student is feeling overwhelmed during a check-in, encourage them to use the “Brain Dump” technique by having the student write down anything and everything that comes to mind about the upcoming day/week on a scrap sheet of paper. It does not have to be neat and should take no more than a couple minutes! This gets everything onto one piece of paper which you can now use to input into the calendar/agenda.
Treat this check-in as a fun family tradition. Keep the conversation positive and light, and consider adding a small reward for milestones achieved, like a family movie night or a special snack.
7. Incorporate Movement Breaks
Brief movement breaks are a simple yet effective way to reset focus and manage restlessness. We feel and perform at our best when we move and take care of our bodies.
Plan for 5-10 Minutes of Activity:
After 20-30 minutes of focused work, encourage a quick break involving movement. Options include stretching, doing jumping jacks, or taking a walk around the house.
Set a Timer:
Use a visual timer (like a kitchen timer or smartphone app) to help your student manage break time and return to work.
Pro Tip:
Introduce “earned” movement breaks as a reward for finishing a certain number of tasks. For example, say, “Once you’ve completed two items from your checklist, take a 5-minute break to play outside.”
Sources: https://www.apa.org/topics/adhd
Hi! I’m Gabrielle Lau, but feel free to call me Gabby. I am delighted to join the Totally Tutors team as a guest writer.
My educational journey has been filled with challenges that have shaped my passion for learning and advocacy. Growing up I had a complicated relationship with school – despite my love for learning, I struggled to keep up and feel prepared, particularly as expectations and the business of life increased. My diagnosis of ADHD Combined Type in 8th grade provided clarity and became a turning point in my life.
Embracing this diagnosis, I pursued a holistic treatment approach that included medication, therapy, and organizational coaching. This fostered confidence and acceptance for my neurodivergent identity.. Now, at 22, as I approach the completion of my Bachelor of Science in Neuropsychology, I am eager to support others on their journeys similar to mine.
My goal is to highlight important ADHD research and provide support for the well-being and success of students and their families. I firmly believe that understanding our brains enables us to navigate challenges and leverage our strengths. I look forward to sharing valuable research insights to inspire and empower positive educational journeys!
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