February Is Not a Fresh Start. It’s a Reality Check.
By February, many students aren’t struggling because they “forgot the strategy.”
They’re struggling because January happened.
Starts and stops. Snow days. Illness. Missed routines. Interrupted sleep. The momentum everyone hoped to build never quite had the chance to settle. And now, the systems that looked solid a few weeks ago suddenly feel shaky.
I’m currently working with a student who had a rough start to the semester. She was sick early on, already struggles with sleep, and now school feels overwhelming again. We created a simple system: automated text reminders and quick photo check-ins to show progress.
And here’s the honest part.
I haven’t received a single photo.
At this point, I don’t actually know what’s going on yet. Everything is a hypothesis. This is the moment where I put on my detective hat and gather more information.
But coaching doesn’t pause while we investigate.
Pause for the Science
Before assuming a strategy has failed, pause and ask:
Has the student’s capacity changed due to sleep, illness, or stress?
Is the timing of the support still aligned with their brain?
Does this task require more structure right now?
When executive function is under strain, the environment often needs adjusting before the strategy does.
The Brain-Based Lens
Executive function is highly sensitive to capacity.
Sleep disruption alone can significantly reduce access to the prefrontal cortex. When students are sick or recovering, task initiation, planning, and follow-through demand far more effort.
Timing matters too. Automated reminders only work when they land during moments of cognitive availability. A solid system can stop working simply because it’s asking the brain to engage at the wrong time.
Motivation is another critical factor. For many neurodivergent students, motivation isn’t about wanting to do the task. It’s about whether the brain can generate enough activation to get started when cognitive load is high.
None of this means the strategy was wrong.
It means capacity likely shifted.
What I’m Adjusting Next
While I continue gathering information, I also need to stabilize the system.
Instead of relying on asynchronous check-ins right now, I’m adding short, structured support. The next step is brief 15-minute check-ins throughout the week.
Not because this student can’t do the work.
But because external structure can temporarily hold the executive load while the brain recovers.
Sometimes the most effective executive function support isn’t a new tool.
It’s a fast adjustment to meet the brain that’s showing up today.
