Allie’s Journey to Stronger Executive Functioning Through RealWorld EF Coaching
Student Profile
Allie is a rising sixth-grade student at a Day School in Virginia. While she does not have a formal diagnosis, her mother suspects that Allie may have ADHD. Allie historically struggled with task prioritization, procrastination, organization, and managing the discomfort of not excelling immediately at new tasks. Her mother sought executive function coaching to help Allie develop more confidence, manage her responsibilities more independently, and build sustainable habits for middle school success.
Coaching Process
Planning, Organization, and Time Management Through Project-Based Learning
When Allie and her coach, Kelley, transitioned into summer coaching sessions, their first priority was to build a trusting relationship while embedding executive function (EF) skills into a highly motivating, student-led project. Allie’s passion for art and sewing became the foundation for their work together. Rather than taking a traditional academic route, they designed a summer initiative where Allie taught Kelley different art activities, planned lessons, and organized creative projects week by week.
Through this project-based learning framework, Allie had the opportunity to naturally practice EF skills such as planning, organization, time management, and task analysis. Kelley provided structure and support through the use of graphic organizers, weekly planners, and simple checklists that Allie gradually began to use on her own. Their sessions balanced hands-on art projects with strategic check-ins about routines, deadlines, and upcoming tasks, building an organic rhythm of executive function practice without the pressure of schoolwork.
Building Confidence, Motivation, and Independence
At the beginning of the summer, Allie needed consistent guidance to structure her lessons and manage her time. However, as the weeks went on, she began to independently brainstorm lesson ideas, prepare materials ahead of time, and thoughtfully sequence her "classes." Allie’s comfort with planning, prioritizing, and adjusting her work in response to feedback grew noticeably. The creative, playful context allowed her to approach challenges with less anxiety and more resilience, reinforcing a growth mindset that will be crucial as she enters middle school.
In addition to developing EF strategies, Allie’s project nurtured her intrinsic motivation and self-efficacy. Being positioned as the "teacher" empowered her to view herself as capable and competent, which translated into greater engagement even with non-preferred executive function tasks like using her planner or managing her school supply organization.
Support and Connection
The trust and rapport between Allie and her coach were central to her success. By leading with curiosity, positivity, and authentic interest in Allie’s passions, Kelley created an environment where Allie felt safe to take risks and work through moments of frustration. Their relationship provided the steady encouragement Allie needed to stay committed to building new habits, even when the tasks were hard.
Student Outcomes
By the end of the summer, Allie had made significant progress in her executive functioning skills. She demonstrated the ability to independently plan and structure multi-step projects, maintained consistent engagement over several weeks, and showed increased confidence in her organizational abilities.
While full mastery of EF skills is an ongoing journey, Allie’s summer experience provided a critical foundation. She began the school year more organized, more confident, and better equipped to manage the increased demands of middle school. The Project-Based Learning approach allowed Allie to experience success on her own terms, translating executive functioning practice into real-world competence. Her journey shows that when students are met where they are, and their interests are honored, meaningful growth is not just possible—it's inevitable.
*Identifying information has been modified to ensure student confidentiality.
