Noah’s Transformation from Senior Year Challenges to Thriving College Freshman

Student Profile

Noah is a first-year student at a private university in New York, where he is excelling academically and independently managing the demands of college life. Noah began executive function coaching in April 2024 during his senior year in a premier STEM High School in Washington, DC. Diagnosed with ADHD, Noah faced significant challenges in time management, organization, and task initiation, particularly in balancing his demanding academic responsibilities with the emotional weight of his mother’s late-stage cancer diagnosis. These difficulties manifested in frequent absences, procrastination, and a cycle of late submissions that negatively impacted his grades.

Although Noah initially expressed reluctance about coaching, he demonstrated an underlying desire to succeed and was motivated by his strong interests in engineering, physics, and graphic design. He held leadership roles in extracurricular activities, serving as co-captain of the Robotics Team and president of the EV Club, showcasing his potential for growth when properly supported. The primary goals for coaching were to address attendance issues, create sustainable daily routines, and prepare Noah for the transition to college life, where he aspired to start fresh and build upon his interests and academic strengths.

Coaching Process

Senior Year Challenges
When Noah began coaching, the immediate focus was stabilizing his attendance and ensuring he met graduation requirements. Noah’s coach, Sarah, worked with him to establish a structured morning routine, incorporating strategies like visual timers, alarms, and clear timelines to reduce the time spent getting ready in the morning. Over time, Noah took ownership of these routines, arriving at school on time and meeting the attendance requirements necessary for graduation.

Sarah also collaborated with Noah to address his procrastination tendencies and improve his academic accountability. This included a thorough review of his academic portals to identify missing work and upcoming deadlines. By breaking tasks into manageable steps and implementing time-blocking strategies, Noah developed a system that allowed him to stay on top of assignments and communicate effectively with his teachers. His efforts culminated in not only meeting but exceeding the expectations set for his senior year.

Preparing for College
As Noah’s attendance and grades improved, the coaching focus shifted to preparing for his transition to college. Sarah and Noah worked together to complete college applications, secure financial aid, and finalize essential documents for enrollment. Recognizing Noah’s strengths in problem-solving and independent thinking, Sarah encouraged him to lead these processes while providing support and guidance as needed.

Over the summer, Noah balanced his responsibilities at a camp job while continuing to prepare for college. Together, Sarah and Noah addressed practical tasks, such as selecting health insurance and organizing his dorm move, while also building time management and self-advocacy skills. Noah’s proactive approach to setting up accommodations at university and navigating complex administrative tasks demonstrated his growing maturity and independence.

College Adjustment
Once at university, Noah embraced the transition to college life with confidence. He established a consistent time management system using a digital calendar and Notion, integrating his coursework, personal responsibilities, and extracurricular activities. Weekly check-ins with Sarah provided a touchpoint for maintaining accountability and refining strategies, though Noah increasingly demonstrated the ability to manage independently.

One of Noah’s most significant achievements has been his ability to self-advocate. He successfully navigated the university’s disability services to secure accommodations for his ADHD, which he uses as needed. This proactive approach to leveraging resources has been instrumental in supporting his academic success. Noah’s consistent sleep routine, a notable improvement from high school, has also contributed to his ability to stay focused and energized throughout his demanding schedule.

Student Outcomes

Noah’s growth over the course of his coaching experience has been remarkable. By the end of his senior year, Noah not only graduated on time but also achieved strong final grades, securing his place at university. His first semester in college has been characterized by high academic performance, with straight A’s across his courses. Noah has successfully maintained his organizational systems, demonstrating his ability to independently manage the demands of college life.

Beyond academics, Noah has shown resilience and adaptability in navigating personal challenges and a new environment. His ability to self-advocate, coupled with his strong time management skills, has set him up for continued success. Noah’s transformation highlights the power of targeted executive function coaching in fostering independence, self-efficacy, and long-term academic and personal growth.

*Identifying information has been modified to ensure student confidentiality.