Does a Student With ADHD Really Need To Use a Planner?

In a word, yes. When I meet with students to coach them through their ADHD or executive function challenges, one of the first questions I ask is, “Do you use any type of planner?” In almost every instance, the student says, “No”.

Their reasons for not using a planner make complete sense. Many schools, both K-12 and colleges, have some sort of online “blackboard” that lists all of the homework assignments. The student has easy access to the assignments, so why spend valuable time on rewriting their homework assignments into a planner?

Here’s why. Homework time is valuable. For many students with ADHD and executive function challenges, homework can take much longer to complete than for a neurotypical student. There are many reasons for this. Perhaps the student has organization challenges, and they cannot find the materials they need to complete the assignment. Or they may have an essay to write, but they can’t get started with a topic. They might have slower processing skills, so the math assignment may take longer.

The time spent looking up the assignments and deciding what to do when is valuable time wasted. If the student were to use a planner, they could have their entire week planned out in advance. At a glance, they would know what assignments to work on as soon as they open their planner. They would have already decided if the assignment needed to be broken down in chunks – this is called scaffolding, and it is a valuable tool for students with ADHD and executive function challenges.

I am sure you are thinking, “but they still have to spend all of that time planning this out and writing it in a planner. Isn’t that a waste of valuable time?” Absolutely not. The correct way to use a planner is NOT to just rewrite the assignments that are listed in the online blackboard. Instead, the student should plan out their week, and list the actual work they are going to do each day.

As an example, let’s say today is Monday. The student’s blackboard says there will be a History test on Thursday. In the planner, the student is going to record what they will do each night.
The student is also going to record in the planner the order in which they will do their homework. Let’s say the student’s least favorite subject is Math. Rather than waiting to do math as the last bit of homework – when it is likely not to get done because the student is dreading it, perhaps they will list it as the second assignment to be completed. The first assignment gets the momentum going.

In order to save time, there is no need to fully write out the assignment in the planner. Instead, the student can create their own “shortcuts” for the planner. History – read Ch. 24, p. 1-36 can become H-24-1to36. If the assignment is an English essay, the student can still rely on the blackboard to look up the topic, whereas the planner might record English: first draft.

Of course, as the week goes on, more work will likely get assigned. The student now has a place to add it to their weekly action plan. Of, in a class where homework is assigned every day, such as math, the student can start the week by adding Math in the planner, just so they remember that they will have an assignment.

By using a planner as a supportive tool, the student can open up the planner (by the way, the planner can be online or an assignment book, it doesn’t matter!) each day and see at a glance what needs to get done. No spending time just figuring out the assignments and how long each will take. Eventually the student will start to understand how long each assignment takes, and this will help with any ongoing time management struggles.

If your student needs help in developing an active planner or if they are challenged with ADHD or executive function challenges, contact me to hear more about coaching.