Caleb’s Path to Academic Independence

Student Profile

Caleb is an 8th-grade student attending an independent, day school in Virginia. Bright and enthusiastic, Caleb initially struggled with organization, task initiation, and maintaining independence in his academic responsibilities. At the time he began coaching, Caleb’s backpack and binder system were chaotic, filled with loose papers and incomplete assignments. His parents expressed concern about his ability to manage his workload and his lack of initiative when faced with challenging tasks. They sought executive function coaching to support his academic organization, build self-advocacy skills, and foster a sense of independence in his learning.

Coaching Process

Organization and Academic Routines
When Caleb began working with Coach Malika in March 2024, they focused first on establishing an organizational system tailored to his needs. Caleb’s disorganized binder and reliance on his mother to monitor his assignments created stress and inefficiency. Malika introduced the Illuminos Binder System, ensuring each course had its own designated folder. This system helped Caleb transition from chaotic habits to a structured approach to managing his materials. Over time, Caleb began independently maintaining his binder, a key milestone in building his organizational skills.

Malika also guided Caleb in using his school’s online portal to track assignments and deadlines during their sessions. While Caleb initially relied on prompts from his mother and coach, he gradually began showing initiative by identifying assignments and prioritizing his workload. This progress marked a significant step toward developing independence.

Task Initiation and Self-Advocacy
One of Caleb’s greatest challenges was avoiding difficult tasks, such as French homework and history assignments, which required sustained effort. At the start of coaching, Malika often had to prompt Caleb to begin work on these assignments. Through patient coaching and positive reinforcement, Caleb gradually started taking more initiative. By the fall of 2024, he was independently selecting tasks to work on during their sessions, demonstrating improved agency and ownership of his learning process.

Malika also worked closely with Caleb on building self-advocacy skills. For example, she encouraged him to seek support from his school’s special education coordinator when he encountered difficulties with assignments. Caleb’s willingness to self-advocate grew over time, allowing him to address challenges more proactively and confidently.

Strengthening the Coaching Relationship
Caleb’s positive attitude and openness were central to the success of his coaching sessions. From the start, Malika established a supportive and collaborative relationship with him. She incorporated short breaks and lighthearted moments into their sessions, which helped build trust and kept Caleb motivated. For example, Caleb enjoyed sharing creative projects, like 3D-printed objects, and discussing his interests, which added an element of fun to their work together.

Caleb also appreciated Malika’s calm and encouraging demeanor, which contrasted with the frustration he sometimes felt from his parents. This trust allowed him to be open about his challenges and more receptive to feedback. The coaching relationship became a safe space for Caleb to explore strategies and practice independence without fear of judgment.

Student Outcomes

After eight months of coaching, Caleb made significant strides in organization, task initiation, and self-advocacy. His binder system, once chaotic, is now consistently organized, and he independently maintains it without prompting. Caleb also approaches his workload with greater confidence, tackling challenging assignments during sessions without avoidance. His ability to self-advocate has grown, as evidenced by his proactive engagement with his school’s support systems.

The progress Caleb has made is undeniable. He has transitioned to virtual sessions, a step toward reducing reliance on in-person support and fostering greater autonomy. Caleb’s improved self-efficacy and sense of ownership over his academic responsibilities mark a profound transformation, setting him up for continued growth and success.

Through Malika’s consistent guidance and their collaborative relationship, Caleb has developed essential executive function skills that will serve him well as he prepares for high school and beyond. His journey reflects the power of patient, personalized coaching in helping students unlock their potential.

*Identifying information has been modified to ensure student confidentiality.