Lesson 7: Creating a Learning Support Plan

Supporting Diverse Learning Needs in Primary

INTRODUCTION

Some children may benefit from a simple written support plan: a short document that captures what helps a child feel safe, included, and successful at church. These plans don’t need to be complex, clinical, or time-consuming. In fact, the most useful plans are short, strengths-based, and created in partnership with parents. When used well, a support plan can help new teachers or leaders quickly understand how best to support a child’s needs.

LEARNING OBJECTIVES

By the end of this lesson, participants will:

Understand when a written learning support plan may be helpful.
Use the sample template to create a short, respectful plan in partnership with parents.
Recognise how to use a plan as a living document that strengthens confidence and reduces complexity.

HOW TO USE THIS LESSON

Personal Learning (5-10 min)

Best for individual reflection. Skim the Core Principles and review the Try This in Primary suggestions. Reflect briefly using the Ask Yourself prompt.

Training Spot (10-20 min)

Best for presidency or council meeting discussions. Read the Core Principles aloud. Then, as a group, discuss one or two questions from the Reflect and Act section.

Group Workshop (30-40 min)

Best for a full training session or deeper group learning. Read the content together, invite open discussion, and use the Reflect and Act prompts as a group to identify key needs and create an action plan for your Primary.

DOCTRINAL INSIGHT

Christ taught that we should “succor the weak, lift up the hands which hang down, and strengthen the feeble knees” (Doctrine and Covenants 81:5). A learning support plan helps us act intentionally to do just that — making space for every child’s spiritual growth.

CORE PRINCIPLES

Use Only When Helpful

Not every child needs a written plan. A support plan is most helpful when a child has ongoing needs that multiple leaders or teachers need to be aware of.

Keep it Short and Strengths-Based

Use bullet points or short sentences. Highlight what works, what to avoid, and what the child enjoys. Start with strengths.

Create it With Parents

Don’t write a plan for a child without involving their parent or caregiver. Ask questions, listen deeply, and check that your notes reflect what was shared.

Review Plan When Things Change

A support plan isn’t permanent. Revisit it if a child’s needs change, if they transition to a new class, or if something isn’t working.

TRY THIS IN PRIMARY

1. Start with: “Would it be helpful to jot down a few of the things we’ve discussed so that other Primary teachers and leaders can support your child better?”

2. Offer parents the option to help f ill it out or send a draft for review.

3. Store the completed plan in a secure, accessible place for relevant leaders (with appropriate consent).

ADDITIONAL RESOURCES

HANDOUT: Learning Support Plan Template (Digital Version)

PRINTOUT: Learning Support Plan Template (Print Version)

REFLECT AND ACT

Reflection Questions

Consider the following questions:

How might a written support plan help reduce stress for a new teacher or substitute?
What concerns might a parent have about written notes or documentation?
How can I ensure a plan stays useful, relevant, and respectful?

Action Steps

Consider the following action steps:

Read through the plan template and consider how it might be used effectively in your unit.
Role-play a short parent conversation with another leader and practise how to introduce the idea of a plan.
Share this lesson with your presidency and decide when and how your unit will use the plan.

ASK YOURSELF

How can I ensure this support plan reflects a child’s dignity and the parent’s voice?

DOWNLOADS

Download a printable version of this lesson here: View Lesson 7