Why I Became a Coach (And Why Brain Science Comes Before Strategy)
How Do People Become Executive Function Coaches?
There are a lot of different kinds of coaches these days—academic coaches, ADHD coaches, executive function coaches—but I’m often asked: How did you become one?
For many, it’s a natural transition from teaching or education.
But my path was different.
From Residential Treatment to Research Labs
In the first 10 years of my career, I worked with dually diagnosed students in residential settings—those with both intellectual and mental health challenges. I saw firsthand what happened when motivation was misunderstood and frustration went unsupported.
Then in graduate school, I joined a neuropsychology research study and began administering neuropsychological evaluations to children ages 3, 6, and 9.
That’s when I first learned about executive functions—and it completely changed my understanding of behavior, learning, and human potential.
What No One Taught Me (Or My Mom, Or My Intern…)
Neither my bachelor’s in sociology nor my master’s in psychology taught me about executive function.
My mom, a retired teacher, hadn’t heard of it either.
And one of the research interns (now a research psychologist under my supervision) wasn’t learning about EF in her secondary education program either.
At the same time, I was hearing the same stories from parents over and over again:
“My child is smart, but unorganized.”
“They get A’s and B’s but can’t keep track of assignments.”
“They do the homework and forget to turn it in.”
“They shut down when they get even gentle feedback.”
Some had ADHD or autism and were getting support. But many didn’t.
Some were born extremely preterm. Some struggled with anxiety or depression.
Some had no diagnosis—but their executive functions were clearly not working well.
These were the kids who didn’t qualify for services… and didn’t get help.
Why I Became a Coach
That’s when I saw the gap.
There was an entire population of bright, struggling students whose challenges weren’t visible or understood—and their executive function skills were at the heart of it.
So I became a coach.
Then I created a training academy for professionals.
Because what students really need is this:
🎯 Coaches and educators trained to see the brain first—and match the strategy second.
Too often, I see coaches jump straight into:
Time management tools
Organizational systems
Planning strategies
But these are advanced EF skills. Students without self-regulation, working memory, or cognitive flexibility aren’t ready for planners—they need a foundation.
Coaching Isn’t a Checklist
Executive function coaching is not just about teaching kids to use a calendar.
It’s about understanding how their brain works—what it can do, what it struggles to do, and how to scaffold from there.
This is why I teach the science.
This is why I coach the coach, not just the student.
This is why specialized EF instruction is so important.
Because when we don’t understand executive function, we risk labeling students as lazy, unmotivated, or resistant—when in fact, they’re just unseen.
💡 Want to learn how to truly support students with EF challenges?
Our next cohort of Mastering Executive Function starts August 11 at 3 PM EST.
It’s a 30-hour training for educators, tutors, therapists, and coaches who want to support students the right way—by understanding the brain first.
📘 Click here to learn more and join us
