When Good Strategies Go Wrong: Why EF Support Must Be Brain-Based
Years ago, I was working with a bright and curious student who had a combination of executive function challenges, dysgraphia, and visual-spatial difficulties. We were discussing study strategies when he casually mentioned that his tutor had been encouraging him to use something called Rainbow Notes—a system where students write or highlight in different colors to categorize topics like people, places, or vocabulary.
It sounded creative and engaging—until I paused to consider his brain.
When Strategy Doesn’t Match the Student
For this student, Rainbow Notes wasn’t just ineffective—it was overwhelming.
His dysgraphia made writing already difficult and tiring.
His executive function challenges made it hard to keep track of the categories and switch between them.
His visual-spatial difficulties meant managing color placement and organization on the page caused confusion, not clarity.
In other words, the strategy amplified his challenges.
What was meant to help him focus became another task he had to manage—and worse, it made him feel like he couldn’t “do school right.”
Good Intentions Aren’t Enough
This experience has stayed with me because it reveals a larger truth:
🎯 When we apply strategies without understanding a student's brain, we risk doing more harm than good.
The tutor meant well. But without understanding how this student processed information, the approach wasn’t just unhelpful—it was damaging.
And unfortunately, this is far too common.
When we skip the step of deeply understanding the learner:
The student feels like they are the problem.
Shame replaces strategy.
Support becomes a checklist, not a lifeline.
Why Executive Function Support Must Be Brain-Based
Executive Function (EF) coaching isn’t just about giving students planners, timers, or checklists. It’s not about jumping into “strategies” just because they’re popular or seem to work for most students.
Real support is:
Grounded in how the brain works
Responsive to individual strengths and challenges
Focused on confidence, clarity, and connection—not just compliance
Before we offer a tool or a tip, we have to ask:
What processing demands does this strategy require?
Can the student’s current EF skills manage those demands?
Will this help them feel capable, or just confirm a fear that they’re not enough?
Because when a student hears “Try this,” but their brain says, “I can’t,” they’re not going to speak up. They’re going to shut down.
What Happened Next…
After talking with my student, we scrapped the Rainbow Notes. Instead, we used a simple scaffolded note-taking method that minimized handwriting, allowed verbal processing, and broke ideas into manageable steps.
He didn’t need more colors.
He needed fewer obstacles.
And with the right support? He began to thrive—not just in history, but in how he viewed himself as a learner.
Let’s Stop Teaching Students They’re the Problem
Every time we push strategies without pausing to understand the brain behind the behavior, we teach students that their struggles are their fault.
But we can do better.
Let’s commit to brain-based EF support that validates students’ experiences, tailors tools to their needs, and empowers them to succeed on their own terms.
🧠 Want to Learn What This Looks Like in Practice?
Our 30-hour Mastering Executive Function course teaches educators, coaches, and professionals how to support students using real brain science—not just checklists and productivity hacks.
We start our next cohort on Sunday, August 11 at 3 PM EST. Join us and learn how to recognize what your students really need.
👉 Click here to learn more or register now.
Have you ever seen a strategy backfire? Share your story in the comments. Let’s build a community of brain-based support, one student at a time.
