I know the feeling all too well—that surge of excitement that can sometimes tip over into overwhelming energy. For young children, this often shows up as giddiness, silliness, and even uncontrollable behavior.

Coaches, we’ve all been there: the well-intentioned parent eager to support their teen’s development, and the teen who recoils at the mere suggestion. How do we navigate this delicate dance, especially when regulation is the focus? This month, let’s dive into the unique challenges of coaching adolescents and explore the parent paradox.

💡 When Emotions Overflow: A Student’s Journey to Regulation

Middle school can be tough—especially when emotions feel impossible to control. Years ago, I worked with a student who struggled with emotional regulation. When frustration hit, it often led to tears, making her a target for teasing from her peers

Several years ago, I worked with a family whose child, an elementary school student, absolutely loved Legos. One day, as a reward, he earned the opportunity to go to the mall and pick out a new Lego set. Excited, his dad packed them up, and off they went to the Lego store.

But when they arrived….

A Lesson in Cognitive Flexibility

📖 Story Introduction:

In the early days of my coaching career, I worked with a student who was really struggling with disorganization. Wanting to help, I immediately suggested a binder system.

Are any of these scenarios familiar?

✏️ You’re a teacher. You’ve given your students a writing prompt. As you walk around, you notice one student staring at a blank page. They haven’t written a single word.

📚 You’re a coach or tutor. Your student has missing assignments, including a writing task. The teacher has left a note saying the student can still submit it. But when you ask your student about it, they shrug and say, I don’t even know where to start.

In our last newsletter, we explored what working memory is—our ability to take in information, manipulate it, and use it to complete a task. Now, let’s shift our focus to how this essential skill impacts students’ daily academic tasks—and, more importantly, how we can support them in strengthening it.

I just wrapped up a trip filled with working memory moments—but don’t worry, it wasn’t all work!

Sometimes, we just need nature. I traveled to San Francisco to present alongside Gretchen Wegner (of the Antiboring Learning Lab) at the California Consortium Independent Study, and it turned out to be the trip I didn’t know I needed.

Executive Function Coaching: A Specialized Skillset

While there can be overlap between the fields, Executive Function coaching requires a specialized skill set that builds upon the foundations of academic and ADHD coaching.

Many educators believe they understand executive functions. They may use terms like "working memory," "planning," and "organization" in their daily work with students. However, true comprehension of executive functions goes beyond surface-level definitions. It delves into the intricate workings of the brain, exploring the neural networks and cognitive processes that drive learning, behavior, and goal attainment.

Time management is a universal struggle, but it can be especially challenging for individuals with executive function difficulties. In this newsletter, we'll explore the crucial connection between executive functions and calendar use.