A Formula for Emailing Teachers
When schoolwork feels overwhelming, even small interactions with teachers can feel intimidating — especially for students who struggle with Executive Function skills or are still learning how to self-advocate.
Last spring, one of my high school clients had a tough day that turned into a learning opportunity about how to communicate effectively with teachers.
A Real-Life Example: When Things Go Sideways
My student, a high school junior, had recently missed a week of school and needed to make up a test. She took it earlier that day, but things had gone downhill fast:
The testing environment was anything but quiet.
She was asked to switch classrooms halfway through.
Her teacher was busy in a meeting during the test, so he wasn’t available to help.
She walked out of the classroom feeling defeated — certain she had bombed the test.
What Happens Next?
In our coaching session, we talked about her recent ADHD diagnosis and her new 504 plan, which allows accommodations like a quiet testing environment.
She hadn’t used those supports very much — and she definitely wasn’t comfortable advocating for herself.
To be clear, it’s the teacher’s responsibility to honor accommodations, but in practice, students (and parents) often need to remind or request them.
So, I asked her:
“Would you feel comfortable emailing your teacher to explain what happened?”
She hesitated. “He’d never let me take it again,” she said. “And I wouldn’t even know what to say.”
Teaching a Simple Formula: The PING Method
Because self-advocacy is one of the key skills I teach, I encouraged her to give it a try. Even if the answer was no, writing the email would show initiative and maturity.
I shared a simple structure — the PING Formula for Emailing Teachers (adapted from fellow EF coach Sean McCormick).
P = Pleasant introduction
Begin with a pleasant introduction.
Example:
Hi [Teacher’s Name],
I hope you are well.
I = Inform/inquire
Explain the situation briefly and clearly.
Example:
When I took my make-up test yesterday, I had a difficult time focusing. The classroom was really noisy, and when I had to move rooms halfway through, I lost focus. I’m pretty sure I didn’t do well.
N = Negotiate your needs
If applicable, mention accommodations or ask for support.
Example:
My 504 plan allows me to have a quiet testing environment with as few distractions as possible. Would I be able to take the test again?
Or simply:
Would I be able to take the test again?
G = Gratitude for their assistance
Finally, close with appreciation.
Example:
Thank you for considering.
[Sign name]
Or just:
Thanks,
[Sign name]
The Results
By the next week, I couldn’t wait to hear what happened.
✅ Win #1: She drafted and sent the email.
✅ Win #2: The teacher agreed to let her retake the test in a quiet setting.
✅ Win #3: She said she’d be willing to email a teacher again in the future.
Even better — she now has a reusable email template she can adapt anytime she needs to communicate with a teacher.
Why This Matters
Learning to email teachers is about more than getting a second chance on a test. It’s about practicing self-advocacy, communication and problem-solving — all key Executive Function skills that lead to independence.
If writing an email feels daunting, start small.
Draft it first — you don’t have to send it yet.
Sometimes, just getting your thoughts down is the biggest step forward.
Take a break before deciding whether to send it.
A little distance can help your student feel calmer and more confident.
The goal is to focus on progress, not perfection. Each attempt at self-advocacy builds confidence for the next one.
Sign up here to receive Carrie’s new Sunday email series, The Sunday Brain Boost. Simple strategies to help students thrive, one Sunday at a time.
Carrie Bonnett is a veteran teacher and Executive Function coach based in Bend, OR. Carrie works with students and families (and adults, too). Her coaching empowers students to thrive in life and in school, helps parents and teachers to better support their children, and guides adult to get on top of all that life requires. In addition to coaching, she is also an adjunct instructor for early-career teachers at University of Portland in Oregon. For more information, visit www.carriebonnett.com
