The Truth About Becoming an Executive Function Strategist

Last week we held a Q&A session for educators and coaches interested in the Mastering Executive Function course.

Several practical questions came up during the conversation, so I thought it might be helpful to share a few of them here.

Do I have to attend all of the live sessions?

No. All live sessions are recorded. If you are unable to attend a session live, you can watch the recording and complete the activities that were part of that session so you stay aligned with the material.

What if my schedule does not align with the 13 week live session schedule?

When you join the Mastering Executive Function course, you receive one full year of access to the community and live sessions. This means you can attend any sessions offered during that year and complete the course at a pace that works with your schedule. This flexibility is especially helpful for professionals who have complex work schedules.

Do I need certification, board certification, or licensure to become an executive function coach?

No. None of those are currently required in order to practice as an executive function coach.

This question connects to a larger conversation that has been circulating in the coaching world recently.

Over the past few months, there has been increasing discussion about ADHD coaching and executive function coaching, particularly after a January article published in JAMA* examining the growth of ADHD coaching.

One statistic stood out.

About 61% of individuals entered the ADHD coaching field during or after COVID, and roughly half of practicing coaches report having formal training in an ADHD coaching curriculum.

We are seeing similar trends in the world of executive function coaching. Executive function coaching is not currently a licensed profession. You do not need certification, board certification, or licensure in order to practice. However, it is important to understand what executive functions actually are and why training in this area matters.

Executive functions are the cognitive skills that allow us to plan, organize, regulate behavior, manage time, shift our thinking, and follow through on goals. These skills are largely supported by the prefrontal cortex and continue developing into the late twenties and early thirties.

One of the biggest misunderstandings I see when professionals begin working in this area is that not all executive functions develop at the same level or in the same order.

Some executive functions serve as foundational skills, including regulation, attention, working memory, and cognitive flexibility.

Other executive functions are advanced skills, such as planning, organization, time management, and problem solving.

What often happens is that students are given strategies for the advanced skills before the foundational skills are stable.

A student who struggles with regulation or working memory may be handed a planner and told to organize their assignments. When the system does not work, the assumption is often that the student is not trying hard enough or is not motivated.

In reality, the strategy may simply be targeting the wrong level of executive function development.

Understanding the difference between foundational and advanced executive functions allows professionals to start support in the right place. When we start in the right place, strategies become more effective and students experience success much more quickly.

This is one of the core ideas explored in the Mastering Executive Function training.

If you are ready to deepen your understanding of executive function and the role it plays in learning, behavior, and independence, I invite you to join the next cohort of the Mastering Executive Function course.

This program was designed to be one of the most comprehensive executive function trainings available for educators, tutors, therapists, and coaches. Together we explore the neuroscience of executive functions, how these skills develop across the lifespan, and how to translate that knowledge into meaningful support for students.

Participants leave with more than strategies. They leave with a framework for understanding behavior through the lens of executive function and the confidence to step into the role of an Executive Function Strategist.

If you are ready to move beyond trying random tools and start understanding the system that drives student success, I would love to have you join us in the next cohort. Click here to join us!

*Sibley MH, Arnold LE, Swanson JM. The growing field of ADHD coaching. JAMA. 2025.