Setting Deadlines That Support Student Success
Another week, another great article from Peter Greene. His article discusses the ongoing debate around student deadlines and late work. It argues that three things are true: deadlines matter in the real world; grades should assess skills and knowledge rather than timeliness; and some students face greater obstacles in meeting deadlines. Teachers must balance these realities.
Hardline, unsupportive deadline policies are unnecessarily harsh, as students are still developing time management skills. However, he argues, a lax “hand it in anytime” approach is unfair and chaotic for teachers’ workloads. Greene suggests principles for a balanced approach: communicate deadlines clearly and repeatedly; provide adequate time for larger assignments; have some flexibility on small homework but absolute deadlines on bigger projects; scaffold deadlines and provide check-ins / support; be open to student struggles; prioritise which deadlines matter most; and help students develop skills to meet deadlines, not just punish lateness.
Green further argues deadlines themselves are a skill we learn growing up, not innate knowledge. Penalising students without supporting deadline skill development is incomplete teaching. Some real-world deadlines have serious consequences. Preparing students involves deadlines with supports and scaffolds, not just hammering the message “do it or else.” The goal should be measuring student skills and knowledge, whilst also teaching the related skill of responsibly meeting deadlines.
A few things I’ve noticed as a SpEd teacher
As a SpEd RSP teacher, I have observed concerning instances where teachers do not provide the supports guaranteed to students in their Individualized Education Programs (IEPs). Specifically, some teachers fail to give students the legally mandated “extra time on assignments and tests” outlined in these documents.
This manifests itself clearly when teachers schedule key exams at the very end of a term or grading period. By not building in extra time, they set up students with IEPs to fail and breach the accommodations agreements made with parents. Ultimately, this unfairly penalises students for needing the supports they are legally entitled to.
American schools have a binding responsibility to provide the tools vulnerable students need to demonstrate their full academic potential. When an IEP is developed with family input and consent, its supports become a contract. Failure to consistently implement these by teachers leads to inequitable student outcomes.
Additionally, not providing extra time goes against the spirit of IDEA and other disability legislation. This risks isolating the very students who most need assistance in our schools. As education professionals, we must model upholding their rights and dignity.
Moving forward, school leaders must better monitor IEP implementation in classrooms. Teachers also need further training on how to effectively integrate accommodations into their lesson planning and exams (I’ve modeled a few here). Most crucially, there must be accountability when supports are not given, to ensure students with disabilities truly receive the “free and appropriate public education” they deserve.
So what does the path forward look like?
Building on Greene’s advice for teachers on implementing a balanced approach to deadlines in the classroom, here’s some ideas:
Clearly Communicate All Deadlines. Teachers should provide advance notice of all upcoming deadlines, whether a small homework assignment or a major project. Give students both verbal and written reminders, as well as displaying deadlines on the board, on handouts, and on the classroom website or learning platform if possible. Repeatedly emphasise due dates. Make it impossible for students to claim they didn't know.
Provide Adequate Time for Larger Assignments. When assigning term papers, essays, presentations, or other major assignments, carefully consider the appropriate duration and provide more than enough time. Account for when holidays, school events, and exams may interfere. If the project spans multiple weeks or months, consider intermediate check-ins or milestones to keep students on track.
Be Flexible with Smaller Homework. Daily or short homework that focuses on practicing skills or concepts covered in class can have a no-questions-asked extended deadline policy. For example, accept late daily math worksheet hand-ins at any point for partial credit without penalty. Communicate this clearly so students know there is flexibility.
Have Firm Deadlines for Larger Projects. Essays, lab reports, projects, and other assignments requiring deep understanding or synthesis of multiple concepts should have firm deadlines with consequences for lateness. However, communicate these as “absolute deadlines” distinct from other more flexible ones early on and be sure to include the “extra time” in the deadlines where required.
Provide Deadline Scaffolds and Check-Ins. For multi-step, long-term projects, provide interim deadlines for steps along the way. Check in with each student’s progress at these benchmark dates. Assist those falling behind in creating a completion plan.
Be Open and Empathetic About Struggles. Cultivate an environment where students feel comfortable coming to you regarding obstacles in their lives impacting their work. Discuss solutions privately, referring to counselors or the appropriate support staff as needed. Provide allowance when personal crisis strikes.
Prioritise Key Deadlines. Not all deadlines require draconian enforcement. In consultation with administrators, determine which 2-3 deadlines truly matter most each term for final grades/assessments and focus deadline consequences there.
Support Students in Developing Deadline Skills. Teach time management, planning, calendars, to-do lists, and other organizational skills. Have students break larger assignments into milestones. Emphasise that meeting deadlines is an essential real-world skill you are helping them develop, not just a classroom punishment system.
Final thoughts
Ultimately, the most equitable deadline policies recognise every student’s unique needs and challenges. As teachers, we must provide the scaffolded supports and transparent communication required to set up all learners for success - especially those with learning disabilities entitled to accommodations under their IEPs. Blanket, rigid penalties for lateness can disproportionately impact the very students who need additional flexibility. By taking the time to understand personal situations, creating customised completion plans, allowing flexibility where possible, and focusing accountability measures only where essential, we can nurture an accessible environment honored by all while upholding real-world standards. The one-size-fits all deadline no longer has a place in our diversifying, digitally-connected classrooms. Only by tailoring deadlines to empower each student as an individual can we equip young people both with the disciplinary skills to excel and the self-advocacy to support accessibility needs in their futures. Our students deserve no less than deadline policies built with care, compassion, and honor for their humanity.