How can coaching support executive function skills development?

Because of the malleable nature of the brain’s neural pathways, techniques to overcome executive function challenges can be taught; one of the most effective and proven methods is coaching conducted by a well-trained practitioner. The coaching model we use was originally developed by educational psychologists in the US and is based on two assumptions:

  • Most children and adolescents have an array of executive skills strengths and weaknesses.
  • The primary purpose of identifying areas of weakness is to be able to design and implement interventions to address those weaknesses.

An overview of the coaching process

Every young person is different, and so is our approach. Before coaching begins, we take time to really understand your child, their strengths, their challenges, and how ready they feel to make changes. This means the support we offer is always tailored to them.

The coaching process begins by collecting information from the young person and their guardians (through the discovery call and questionnaires) to assess the young person’s readiness for change.

In coaching, it is important that the young person is on board and motivated for change because we require them to lead the process with the support of the coach.

For young people who are motivated and ready to make changes, our Coaching for Independent Learning (CfIL) programme offers a structured, goal-focused approach to building strong executive function skills and lasting good habits.

Getting started

The programme begins with a 90-minute evaluation session between your child and their coach. This is a chance for the coach to get to know your young person, their strengths and challenges, what motivates them, and what they want to achieve. Together, they map out the obstacles standing in the way of those goals and create a realistic, bespoke plan using clear and achievable objectives.

For example, a young person might set a goal to hand in homework consistently before the end of term, or to develop stronger revision strategies ahead of their mock exams.

Following the evaluation, you’ll receive a comprehensive written report outlining your child’s executive function profile and a tailored plan for moving forward, starting with the areas that matter most. Where relevant, the coach will also draw on any existing reports, such as a psychologist’s educational assessment, to ensure the coaching builds on what has already been identified.

How the sessions work

Once the plan is in place, your child will have a weekly skills session (45 min – 60 mins) with their coach. These sessions focus on a specific skill that supports their goals; for example, essay writing, revision techniques, or planning and organisation.

We also recommend short 15–20 minute check-in sessions during the week. These give your child the chance to apply their strategies in real time, troubleshoot what isn’t working, and stay on track. These regular check-ins build accountability, which is key to forming lasting habits.

That’s completely okay!  It is more common than you might think. Many young people don’t engage with traditional interventions because they aren’t confident that support will help, or they don’t fully understand why they struggle.

If a young person needs a little more time or support before diving into goal-focused coaching, we offer two alternative starting points:

My Brain. My Way 

This is a foundational and learning-based programme carried over 6 x 50 min weekly sessions. It is a metacognition-building programme which attempts to help the young person to better understand their executive function challenges, the impact these executive functions are having on their academics, life and relationships, see the value of coaching, as well as help assist them to shift towards a growth mindset. This will motivate the young person to recognise a need for change and get them engaged in the process.

Bridging Sessions

A gentler, more exploratory approach for young people who need to build self-awareness and confidence at their own pace. There are no set goals or pressure, just a safe space to reflect, develop strategies, and gradually build readiness for more active change. When the time is right, they transition into our goal-oriented programme.

Each young person has different needs and will progress at different speeds, and we will adjust the plan to suit their needs and commitment to the process. Levels of the intensity of coaching will vary according to the goals being worked on, what is happening in the student’s life (i.e. preparation for exams) and their schedule.  Changes in intensity will be agreed upon with the parents beforehand.

  • Coaching for Independent Learning Programme: £104 + VAT per hour
  • Bridging Programme: £104 + VAT per hour
  • My Brain. My Way Programme:  £748 + VAT, which is payable upfront.

Case Study

Cameron was 17 years old when we met him. His mother was desperate for help, she felt he was on a downward trajectory in terms of mood and could see that his chronic procrastination was the root cause. During our evaluation process, we learned that he struggled with planning and prioritising, task initiation, metacognition, organization and sustained attention. In addition, he experienced low mood and social anxiety and this was exacerbated by the high expectations held by his very academic school environment.

 

Cameron’s goals for coaching focused on working towards completing and submitting homework as well as developing a balanced routine, this included study time, establishing regular sleeping patterns, exercise and social activities. Practical strategies aimed at enhancing his executive skills included the organisation of schoolwork, time management and record keeping. We also integrated mindfulness as a strategy to help focus attention and emotional control. It was important to develop a supportive and trusting relationship with the student and meeting on a weekly basis was important. These meetings also provided an opportunity to observe how he struggled when completing his work, which enabled our coach to tailor the interventions to his needs. Our coach worked closely with the parents, which allowed a fuller insight into the impact of his difficulties as well as provided him with a supportive collaborative network.

 

Over the Autumn term, the student successfully submitted homework on time, received positive school reports, increased A Level predictions, and was more able to manage his own deadlines. He used social incentives, such as meeting up with friends on the weekends as a motivation to achieve his academic goals. Through this, he became more socially active, increased in hobbies and interests and his mood improved considerably.

Please contact us for more information about how we can help.