Executive function coaching for students with ADHD and students with autism

When knowing what to do is not the problem, for students with ADHD (attention deficit hyperactivity disorder) or autism.

Executive function is the set of processes that turn a known intention into a finished piece of work. When it is still developing, the struggle looks like laziness from the outside and feels like paralysis from the inside. It is a performance problem, not a knowledge problem, so our coaching goes to the moment the work actually happens.

Weekly, one to one, in grades 6 to 12, with an active, experienced teacher who knows your student. You see the plan and the progress in our private portal.

A teacher pointing to the first box of a short checklist while a student starts writing, a small timer on the table

Educators, not clinicians

A teacher with an open binder listening to a parent and a student at a round table

What this is

Educational coaching by credentialed teachers, weekly and one to one. It builds the skills a student uses at school and in daily life, and hands them over deliberately, rung by rung. The support is designed to be outgrown.

What it is not

Not therapy, not assessment, not treatment, and no clinical or medical work of any kind. We do not diagnose, interpret an evaluation, or advise on medication.

Alongside the care you already have

If your student has an IEP (Individualized Education Program), a 504 plan, or a learning support plan at an international school, we follow it. We work beside the clinicians, therapists and teachers already in your student’s life. Anything you tell us about a diagnosis stays confidential.

A student working alone at a desk with a planner and a timer, a row of sticky notes on the wall with the first one ticked, an empty chair beside him

What the work builds

Some families want late and missing work rescued. Some want a student who can run more of their own life. Both start with the same five skills, each of which looks like a character flaw until it is named.

  • Starting. Knowing exactly what to do and not being able to begin. The entry shrinks to one action under two minutes.
  • Holding the thread. Losing the place mid-problem. The steps go where the eyes already are.
  • Remembering to remember. Genuinely forgetting something genuinely intended. The reminder moves out of the head and into the world.
  • Judging time. Ten minutes for a two-hour task. Predict, time it, compare, out loud, weekly.
  • Riding a setback. A small setback ends the session. The exit is agreed before it is needed: a short, named break.

For many students with autism, the same five skills sit beside two more.

  • Handling a change of plan. A surprise, or a switch from one task to the next, can undo a whole afternoon. The week is laid out ahead of time, and any change is named early, together with what happens instead.
  • Asking for what you need. Knowing what helps and not being able to say it. Your student practices putting it in their own words, first to their coach, then to a teacher, in the way they prefer to communicate.

Where AI (artificial intelligence) sits: three moves only, breaking an assignment into steps, putting them in order and planning the time. The student supplies the thinking. In coaching, nothing about your student goes into an AI tool.

How it begins → How we approach AI → Book a conversation →