My approach

Executive function skills play an important role in school and everyday life. They help students plan, get started, stay organised, manage time, regulate emotions, and follow through.

For many neurodivergent students, these skills do not develop in the same way, or at the same pace, as they might for other students. Research shows that children with ADHD can lag up to 30% behind their typically developing peers in executive function development - meaning a 15 year old with ADHD might have the executive function skills of a 10 year old.

Teachers and parents often assume these struggles are about willpower or making better choices. But executive function skills are brain-based abilities that develop slowly throughout childhood and adolescence. They don’t fully mature until people are well into their twenties - and for students with ADHD, this development takes even longer. This isn’t about trying harder. It’s about brain development on a different timeline.

Rather for forcing students into systems that don’t suit them, I work collaboratively with each student to understand their executive function profile, build on their strengths, and develop realistic tools they can use in everyday life. The goal is independence, not dependence. When students have developed the skills and confidence to manage on their own, my job is done.

How I work

My coaching is:

• Neurodiversity-affirming — I work with the student in front of me, not against how their brain works.

• Practical and individualised — strategies are tailored to the student, their goals, and the real demands of school and life.

• Collaborative and student-centred— coaching works best when students feel ownership over the process.

• Focused on sustainable progress — this is about building lasting skills, not quick fixes.

Background and Training

My path to executive function coaching has been shaped by years of hands-on experience supporting neurodivergent learners in school settings. Working closely with students and families has shown me just how often bright, capable young people are trying hard — but still struggling because they have not yet been given the right tools, systems, or support.

My background includes:

• Motivational interviewing training with the developers of Motivational Interviewing (William Miller & Stephen Rollick)

• Master of Education (in progress)

• Executive function training with Dr Peg Dawson (child clinical psychologist and co-author of the Smart but Scattered series)

• ADHD coach training through ADDCA (ICF-accredited coach training program)

• Postgraduate study in Autism and Neurodivergent Studies

• Certificate IV in Education Support (RMIT) and extensive experience supporting students in school settings

• Bachelor of Laws (First Class Honours)

Who I work with

I work with upper primary, secondary and university students who may experience challenges with:

• organisation and materials management

• time management and planning

• task initiation and follow-through

• working memory and information processing

• sustained attention and focus

• emotional regulation

Some students have formal diagnoses; others do not. What they often have in common is that school feels harder than it should, and the usual advice to “try harder” has not been enough.

What coaching is - and what it isn’t

Executive function coaching is not tutoring. I do not teach subject content or help students complete homework. Instead, I help students build the skills that make school more manageable: planning, organising, prioritising, self-monitoring, and self-regulation.

Sessions are collaborative and goal-oriented. Together, we:

• identify the student’s executive function strengths and challenges

• set meaningful goals that matter to the student

• develop personalised strategies and systems

• practise new skills in real-world contexts

• monitor progress and adjust approaches as needed

• gradually build independence and self-awareness

Coaching works best when there is consistency and follow-through. While every student is different, meaningful progress typically emerges over months, not weeks. This is about building sustainable skills, not quick fixes.

Why this work matters to me

I care deeply about helping students feel more capable, understood, and in control of their learning. Too often, neurodivergent students are seen as lazy, unmotivated, or inconsistent, when in reality they are working hard in systems that do not always align with how they learn best.

With the right support, students can better understand how they work, build strategies that genuinely fit, and develop greater confidence and independence over time.

A little more personally

Before moving into this work, I worked in family law. That experience still shapes how I work now: thoughtfully, carefully, and always with the student and family in mind.

When I’m not coaching, you’ll usually find me enjoying a good brunch, planning my next beach holiday, or spending time with family.

Interested in support?

If this feels like it could be a good fit, you’re welcome to get in touch to enquire about support and future availability.