Tutoring focuses on teaching subject content and helping with homework. Executive function coaching focuses on building the underlying skills that make school manageable—planning, organisation, time management, task initiation, and self-regulation. These foundational skills are essential whether a student is struggling with content or simply can't manage the demands of school.

Every student is different, but meaningful progress typically emerges over months, not weeks. Most students start with 1-2 terms of intensive weekly support (sessions plus daily check-ins), then transition to fortnightly or monthly maintenance sessions. The goal is always independence—when students have developed the skills and confidence to manage on their own, coaching wraps up.

Between weekly sessions, students and I stay in touch through brief check-ins via text or email. These aren't long conversations—typically just a quick question like "Did you follow through on your plan today?" or "What's tomorrow's priority?" The check-ins help students stay accountable and allow us to adjust strategies in real-time. As skills develop, check-ins gradually reduce.

Parent involvement varies by age. For younger students (Years 5-6), regular parent communication helps reinforce strategies at home. For secondary students (Years 7-12), sessions are typically private with less frequent parent check-ins. For university students, parent involvement is minimal unless the student requests it. The focus is always on building the student's independence.

It's common for students to feel uncertain about coaching at first, especially if they've had negative experiences with support in the past. In my experience, students who feel forced into coaching will find ways to ensure it fails.

That's why I work collaboratively with students to set goals that actually matter to them—not goals imposed by parents or teachers. I use motivational interviewing to help students explore what might be helpful and discover their own reasons for wanting support. When students feel ownership over the process, engagement tends to follow.

I also respect a student's right to choose not to work with a coach. We can discuss this more during our discovery call.

Coaching is offered as a weekly program that includes a one-to-one session (45 minutes) and regular brief check-ins throughout the week. Fees are discussed during our initial discovery call based on your child's age, needs, and session format.

Yes. Sessions are available both in-person (in Northcote) and online via Zoom. You can choose what works best for your child and schedule, and we can always adjust if needs change.

Yes. While many of my clients have formal diagnoses of ADHD, autism, or learning differences, a diagnosis isn't required. If your child is struggling with executive function skills, explicit teaching through coaching can help.