Executive Function Coaching
Strategies and support that empower success
Executive functioning skills encompass a wide range of skills including organization, focus, time management, planning, and adaptable thinking. When we struggle with these skills, they can impact our daily life, including academic success, career opportunities and performance, stress levels, and relationships, as well as quality of life. Executive functioning coaching can be focused on academics, work, and/or daily life.
Difficulty with executive functioning can create challenges with deadlines, an overwhelmed feeling when it comes to managing projects, a sense of underachievement while still putting forth ample time and energy on an assignment, and frustration with trying to stay focused but constantly being distracted. These challenges can impact success and limit true ability.
Executive function coaching provides systems and strategies to meet these challenges by developing existing strengths and identifying areas for improvement. By understanding your challenges, we can create a plan and provide strategies and resources to help you improve and succeed. General tutoring, when compared to executive function coaching, can be ineffective as it focuses on the present and does not develop structures for future successes.
Executive Function Coaching - Kenyon
Kenyon is brilliant. He is an avid reader and scores in the 90th percentile or higher on standardized tests. Kenyon’s grades, however, do not reflect his intelligence. He struggled freshman year after being enrolled in many honors courses. His parents and teachers thought that removing him from honors courses would help him considerably. When sophomore year rolled around, Kenyon enrolled in all regular level courses; however, the results were the same.
After meeting with Kenyon, I found that the root of the problem was executive function challenges. Kenyon struggled with distractions, organization, and planning, which in turn made him feel overwhelmed – according to his mom and dad, this impacted his relationships. After a consult and first session with Kenyon, I prepared strategies for Kenyon to apply during the school day and at home. By adding structure, routines, and systems, Kenyon was able to excel in his schoolwork. With less stress from feeling overwhelmed and new strategies to manage those feelings, Kenyon’s relationships flourished. By junior year of high school, Kenyon began re-enrolling in some of the honors level courses that gave him trouble freshman year. His new strategies gave him the confidence to succeed. He now attends college and is majoring in Engineering. His new strategies and systems have enabled him to find success and take control of his studies.