When the Lesson Plan Takes a Back Seat: Building Advocacy Through Real-Life Questions

As speech-language pathologists, we always have a plan for our sessions. We have goals, activities, and strategies ready to go. But sometimes, our older students walk into the room with something different: questions and concerns. Big questions. Real-life concerns.  In those moments, setting aside the plan is often the most powerful way to support your students.

For many students, you are their go-to person. You’re the adult they feel most comfortable asking when something doesn’t make sense or when they don’t know who else to turn to. That’s powerful. When students advocate for themselves by asking questions, they’re putting into action the communication skills we’ve been working on.

Instead of feeling like these moments derail the plan, view them as opportunities. Every time you pause to answer a student’s question, you’re helping them practice advocacy, one of the most important life skills they’ll ever need.

Questions can easily take up an entire session to explore and answer, and that’s okay!  Sometimes, students even know more than we do about certain topics and get the chance to teach their peers.  These are the top questions our students ask us and how we transform them into meaningful, skill-building therapy opportunities.

1. “How do I join a club?” Joining clubs builds connection, belonging, and confidence—but many students don’t know where to start. In therapy, you can review the different clubs available and share a club list if your school provides one. Work together to draft an email to the advisor of a club they’re interested in, and practice introducing themselves or asking about the club in person through role-play. Through these activities, students learn to take initiative, seek opportunities, and directly ask adults for information, strengthening both their communication and self-advocacy skills.

2. “Why am I failing my classes?” This question can feel overwhelming for students, but it’s an important step toward self-awareness and problem-solving. Review their grades and missing assignments with them.  Then, help them create a missing assignment checklist to stay organized. Support them in writing an email to their teacher asking for clarification, extra help, or extensions, and use session time to get started on one assignment to build momentum. Through this process, students learn how to approach teachers, take responsibility for their learning, and ask for the support they need to succeed, strengthening both their academic skills and self-advocacy.

3. “I don’t know how to log in.” Technology barriers can quickly become communication barriers for students. Show your students how to log in and if that doesn’t work, contact the teacher or tech support together.  Once the login information is provided, have them write down their username and password.  We have our students use an index card and teach them to keep it in a safe spot such as a binder, planner, or pencil case. Through this process, students practice problem-solving and learn that it’s okay to ask clarifying questions instead of staying silent, strengthening both their confidence and advocacy skills.

4. “My teacher is not giving me my testing accommodations.”  Many students don’t fully understand their Individualized Education Program (IEP) or the accommodations they are supposed to get, and sometimes these supports aren’t applied in the classroom.  Review the IEP with your students, because chances are they’ve never even looked at it.  Be sure to highlight goals and testing accommodations.  For example: extended time, a separate room, or read-aloud options. Practice how to ask teachers for these supports and keep a checklist handy so students know what they are entitled to.  Sometimes we even print out the testing accommodations page of their IEP and give this to the student to show their teacher.  This helps them understand their rights, builds confidence, and strengthens their self-advocacy skills when they need to speak up.

5. “Can you help me understand my transcript?” Many students don’t know how to access or interpret their transcript. In therapy, you can show them how to request a copy from the guidance office or online portal and review it together, going over grades, credits earned, and what requirements remain for graduation. Discuss what steps they need to take to stay on track and set academic goals. Through this process, students learn to monitor their own progress, ask for clarification when they don’t understand, and take ownership of their academic journey, building both confidence and self-advocacy skills.

A Cheat Sheet for a Successful Year

One way to set students up for success from the start is by giving them a school “cheat sheet,” which serves as a go-to guide with important information all in one spot. Much of this information can be found in the school handbook, but having it summarized and broken down makes it easier to reference. The cheat sheet can include guidance counselor contact information, login and password systems for school websites, a breakdown of terms and semesters, an explanation of the grading system, graduation requirements (such as credits and exam requirements), and a list of athletic teams and club options. This tool not only provides answers but also shows students that the information is accessible if they know how to ask for it, reinforcing self-advocacy from day one.

Why These Moments Matter

When students ask questions, they are advocating for themselves, saying, “I need help, and I trust you to guide me.” By pausing your plan and addressing their questions, you’re teaching them that their voice matters.  It’s okay to ask for help, and they can take charge of their own learning and future. Self-advocacy is one of the most valuable skills you can give a student. These skills will serve them for a lifetime and empower them to navigate challenges both in school and beyond.