Developing Organization: A Strategy-Focused Approach for High School Students

Posted In Application On April 10, 2025

Developing organizational skills is one of the most effective ways to support academic success and foster lifelong learning habits. In high school, students face increasing expectations to manage materials, prioritize tasks, and self-direct their learning. Executive function instruction plays a key role in helping students meet these challenges. By integrating executive function strategies into daily routines, we not only teach executive function skills but also build student empowerment and support student self-confidence. The following activities are designed to support teachers in delivering meaningful executive function instruction through engaging and practical student strategies that support developing organization.

1. Organizing the Workspace with Intention

To begin developing organization habits, have students write down three to five workspace organizing strategies on a note card. These might include clearing clutter, using labeled folders, or setting up a designated homework zone. Encourage students to keep their note cards accessible—in their binder, locker, or at their home workspace—and practice their strategies daily for a set period, such as two weeks. At the end of this period, students should assess whether their strategies are effective or require adjustment.

This self-monitoring process enables students to enhance their ability to assess and refine their own organizational tools, thereby supporting overall academic performance.

2. Checklist Creation for Daily Success

Another essential step in developing organization is guiding students to anticipate their daily material needs. Have students create two checklists: one for items needed before leaving for school in the morning (e.g., ID badge, packed lunch, completed homework), and another for materials required for each class (e.g., notebooks, calculator, reading materials). These checklists act as personalized reminders, helping students avoid last-minute scrambling or forgotten assignments.

Encourage students to find a consistent location to store each list—perhaps taped inside their locker or placed in their planner—so they can access them quickly. Revisiting and revising the checklists every couple of weeks helps reinforce flexibility and teaches students how to adapt executive function strategies to changing needs. This process not only helps improve student academic performance but also builds consistency, which is essential in solving executive function challenges.

3. Developing Organization Systems That Work

When it comes to developing organizational systems, the binder can be both a tool and a test. Ask students to write out a short list of steps to follow each day for organizing their binder—for example, putting papers in the correct section, removing old materials, or highlighting upcoming due dates on a calendar. This checklist can be written on a small note card and placed at the front of the binder to serve as a visual reminder.

This executive function strategy promotes routine and predictability, two pillars of effective executive function systems. Additionally, it supports students who may struggle with managing their behavior due to disorganization or forgetfulness. Consider helping students set up a recurring digital reminder or check-in time during class to use their note cards and review their binders. This low-effort intervention can make a significant difference in helping students feel more in control of their workload.

4. Reflections on Prioritizing Tasks

Prioritization is a key component of student success. Over the course of a few weeks, have students document two types of situations: one in which they successfully prioritized their tasks, and one in which they didn’t. In both cases, they should reflect on their reasoning—what led them to make the decision they made and what the outcomes were.

This reflective practice strengthens students’ self-awareness and ability to apply executive function learning to new contexts. It’s also a powerful executive function intervention because it helps students identify the link between their choices and their academic outcomes. When students recognize how their organizational habits impact their performance, they become more motivated to improve and maintain those habits.

5. Observing Organization in Action

For a more personal and motivating experience, ask students to observe themselves in various learning environments—classrooms, study halls, or at home—and identify three instances where being organized helped them be stronger learners. Whether it’s having the right materials ready for a lab or submitting a paper on time thanks to a well-maintained planner, these moments illustrate how developing organizational skills supports student success.

Students should document each instance and explain how organization played a role in their achievement. These instances not only reinforce the value of organization but also promote student writing, which can be used as a topic for peer discussion. Students begin to see that organization isn’t just a school task—it’s a life skill.

Developing organization through targeted, student-centered activities equips high schoolers with lifelong executive functioning tools. Whether students are managing binders, setting priorities, or creating checklists, these strategies help establish structure and promote independence. High school teachers can incorporate these lessons into their routines as part of a larger executive function curriculum or as standalone activities to address immediate student learning needs.

By intentionally teaching executive function skills, we enhance students’ academic performance while supporting broader goals, including student engagement and self-awareness. With the right guidance and repetition, students begin to internalize organizational habits, paving the way for greater academic and personal success. Developing organization isn’t just about keeping things neat—it’s about empowering students to take control of their learning and build a strong foundation for the future.

Additional Resources for Developing Organization

Looking for more ways to support students in developing organization across grade levels?

• Developing Organizational Skills for Grades 1-4
• Developing Organizational Skills for Grades 5-8
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• Discover Cerebrate’s Executive Function Lessons and bring a full executive function curriculum into your classroom.