Blake’s Breakthrough: Overcoming Feeling Overwhelm to Embracing Organization

Student Profile

Blake, a ninth-grade student at a private school in Arlington, Virginia, began executive function coaching in the fall of 2023. Though bright and capable, Blake struggled with low motivation, inconsistent homework completion, and a lack of study strategies. His grades had begun to slip, causing his mother concern about his ability to handle the school’s rigorous expectations. Blake’s challenges were rooted in a lack of time management and planning systems, despite being naturally organized with his physical materials. These difficulties were compounded by occasional anxiety and a tendency to become overwhelmed when faced with academic demands.

Coaching Process

At the outset, Blake’s coach, Tessa, focused on building a foundation of structure and routine that could help him regain confidence and manage his workload. Recognizing Blake’s resistance to traditional planners, Tessa introduced a digital calendar system that offered more flexibility and appeal. Though initially hesitant, Blake gradually embraced this tool, using it to track assignments, tests, and projects. Over time, he developed a habit of planning his week, which was reinforced by Tessa’s consistent check-ins and encouragement.

While Blake’s organizational skills with his materials were strong, Tessa helped him refine his systems to ensure they were easy to maintain. In parallel, she taught Blake how to break down larger tasks into manageable steps and estimate the time required for completion. Visual timers and scheduled study sessions became integral parts of Blake’s routine, helping him develop a stronger sense of time management and reduce feelings of overwhelm.

Tessa also addressed Blake’s limited exposure to effective study techniques. She introduced strategies for active reading and note-taking, guiding him to annotate texts, identify key ideas, and use rubrics to align his work with teacher expectations. During sessions, they worked through test preparation together, allowing Tessa to model techniques Blake could replicate on his own.

A key turning point came when Blake expressed interest in reading for pleasure outside of school. Tessa used this opportunity to integrate reading strategies into his independent interests, fostering a sense of confidence and enjoyment in his learning process.

Building a strong rapport with Blake was central to Tessa’s approach. Understanding his social drive, she used Blake’s relationships with teachers as a source of motivation. For example, when he resisted completing an assignment, she reframed the task in terms of maintaining positive relationships with his teachers, a strategy that resonated with him and encouraged follow-through.

As their work together progressed, Blake began taking greater ownership of his learning. He initiated conversations about his academic standing and proactively identified areas where he needed to improve. His self-advocacy skills strengthened significantly, enabling him to engage more effectively with his teachers and develop a greater sense of agency.

Student Outcomes

By the spring of 2024, Blake’s transformation was evident. His academic performance improved across the board, and his grades reflected his growing ability to manage assignments and prepare for tests independently. The digital calendar system became a cornerstone of his organizational routine, enabling him to stay on top of deadlines and plan his time effectively.

Blake’s confidence grew as he experienced success with the strategies he had learned. This newfound self-assurance translated into increased intrinsic motivation; he no longer needed external reminders to stay on task and began setting goals for himself.

Even as he transitioned to a new high school with unfamiliar teachers and expectations, Blake maintained the systems and habits he had developed during coaching. His ability to adapt and succeed in a novel environment underscored the lasting impact of his work with Tessa.

Blake’s journey demonstrates the effectiveness of a tailored, student-centered coaching approach. By addressing his unique challenges and leveraging his strengths, Tessa helped Blake build not only critical executive function skills but also the confidence to navigate his academic path with independence and resilience.

*Identifying information has been modified to ensure student confidentiality.