Making Sense of Teacher Feedback

By Lena Miele, M.Ed., OCT

Founder, Pathways to Purpose

Now that we are well past parent-teacher interviews for semester one, many families are settling into the school year with more information about how their child is doing. Earlier this fall, many of you joined me for my workshop, Making the Most of Parent-Teacher Interviews, where we talked about asking helpful questions and feeling confident in the meeting. Even with that preparation, parents often tell me they still wonder what the feedback really meant once they have had time to think about it.

If you have ever left an interview thinking, “I get what the teacher said, but I’m not sure what it actually means,” you are not alone. This is very common, and it can leave parents unsure about what to focus on next.

In this post, I want to help you understand some of the most common phrases teachers use and what they often mean beneath the surface.

Why Teacher Feedback Often Sounds Vague

Teachers care deeply about their students, and feedback is usually meant to be supportive. But parent-teacher interviews are short, and teachers often speak in broad terms because:

• they have many students to discuss

• they want to stay positive and encouraging

• they do not always have time to share every detail

• they want to be honest while also protecting student confidence

This can leave parents understanding the words, but not always the meaning behind them.

What Teachers Often Say and What It Usually Means

Here are a few phrases parents hear often and what they commonly point to:

• There are missing or incomplete assignments.

  This often means your child is having difficulty keeping track of tasks or managing their time.

• Your child is capable, but not working to potential.

  This usually signals they may need help getting started, breaking work into steps, or following through.

• Organization is an area for growth.

  Your child may be struggling to manage materials, deadlines, or routines.

• Learning skills need improvement.

  This almost always relates to planning, prioritizing, and staying focused — skills all teens are still developing.

• They can get distracted.

  Students may feel unsure, overwhelmed, or hesitant. This is very common, especially as expectations increase.

None of these statements mean your child is unmotivated or unable. They usually point to skills that are still developing — and skills that can be supported.

A Smoother Way to Understand This Feedback

Many parents tell me this is the point where things start to feel unclear. You understand the teacher’s words, but not always the why behind them. You do not have to figure this part out alone.

In my work with families, I help explain what this feedback often means and how families can use small, doable routines to support the skills teachers are noticing. Many parents feel relieved to hear that these patterns are common and completely normal for teens.

Why This Matters for What Comes Next

A lot of the feedback teachers share connects to skills like planning, organizing, staying on track, and managing time. These are skills that all teens are still developing. They are also part of something called executive functioning, which I’ll talk more about in next week’s post.

Understanding this connection can help you see your child's learning needs in a new way and prepare you for the practical steps we'll explore soon.

Looking Ahead

Next week, I’ll be sharing:

• simple ways families can support these skills at home

• why these skills matter even more as exams approach

• how small routines can build confidence

• details about my upcoming study skills workshop for high school students

If you’d like to stay updated, feel free to reach out anytime:📧 info.pathwaystopurpose@gmail.com