Organising myself to carry out activities

Children may find it difficult to organise themselves, their work or belongings for several reasons. They may have poor body or spatial awareness.

They may have difficulty processing language or understanding instructions. This isn’t always obvious, as children often develop strategies to mask these challenges. If you think this might be the case, speak to a Speech and Language Therapist or Specialist Advisory Teacher.

Some children struggle to filter out unnecessary sensory information from their surroundings. This can make it hard to focus on what’s important and follow instructions.

See Coordinating my body for play and activities and Using my senses advice sheets.

Strategies for primary school children

Help children build independence and confidence by using consistent strategies at home and school.

Break routines into smaller steps. Use picture or written checklists to guide tasks like packing up, tidying, checking homework, collecting messages, and getting their coat and bag.

Support children who start writing in the middle of the page by using coloured markers to show where to begin and end. Keep whiteboards clean and organised, using colour and sections to highlight key information.

Make sure the child is seated where they can clearly see the board and the teacher. Offer alternative ways to complete and record work, and reduce visual distractions in the classroom where possible.

Help organise their desk using a picture template or stencil outlines for essential items like pencils, rulers and rubbers. If they get distracted using number or letter lines on the wall, tape one directly onto their desk.

Consider where the child works best, for example, in a quiet corner or facing a wall. Before starting an activity, make sure they’re looking at it and reinforce this with verbal prompts like “good looking.” You may need to remind them to slow down and stay focused.

When giving instructions, make sure the child is looking at you. Keep instructions short and clear. You can use gentle physical contact, like a hand on their shoulder, to help them stay focused. Encourage them to repeat the task back to you to check understanding.

Involve the child in choosing strategies that work for them. Use the same approach at home and school. As they become more confident, reduce prompts gradually. Remember, adults use tools like checklists, diaries and highlighters too, these strategies are lifelong skills.

Strategies for secondary school children

Organisation becomes more complex in secondary school, but consistent routines and visual supports can still help.

Use a colour-coded homework diary, with different colours for each subject. Match these colours to timetables, homework and books. Keep copies of the timetable in several places for easy reference.

Use pictures or checklists to remind your child what to bring to school or lessons. Try packing bags the night before to reduce stress in the morning.

Where possible, leave items in a consistent place at school, such as a locker. Use highlighters to mark key sentences in written work and help your child sit where they can clearly see the board and teacher.

Provide a folder with sections to keep loose worksheets organised. This helps reduce clutter and makes it easier to find what they need.