Services

Executive function coaching builds independence, not dependence. I work with students - those with ADHD, autism, and learning differences - to develop the skills they need to manage school and life with confidence. Through personalised strategies tailored to how each brain works, students move from struggling to thriving. When they can manage on their own, my job is done.

My Services

One-to-One Executive Function Coaching

I offer individualised 1:1 executive function coaching for students. Every student has a unique executive function profile with different strengths and challenges, so coaching is tailored specifically to how each student learns, what they’re struggling with, and what goals matter to them. Sessions are private, personalised, and focused entirely on building the skills your child needs.

Weekly coaching includes:

  • One 45-minute one-to-one coaching session (in-person in Northcote or online via Zoom)

  • Individualised goal-setting based on what matters to your child

  • Practical strategy development tailored to how their brain works

  • Daily or near-daily brief check-ins via text or email (Monday-Friday)

  • Real-time accountability and progress tracking between sessions

  • Parent communication and updates (frequency varies by student age)

  • Resources and tools to support skill development.

What’s Included

Building executive function skills requires frequent contact and accountability, especially initially. Students meet with me for a 45 minute session each week where we set goals, develop strategies, and problem-solve challenges. Between sessions, we stay in touch through brief daily or near-daily check-ins via text or email.

These check-ins are short and focused. The timing and format is tailored to each student. These brief exchanges help students to stay on track between sessions, with detailed problem-solving saved for our weekly session.

How Coaching Works

True success means students develop skills and confidence to manage independently, without ongoing coaching support. This doesn’t happen overnight, but it is the goal.

Most students start with 1 - 2 terms of intensive support: weekly sessions plus daily check-ins to build momentum and establish new habits. As skills develop, support gradually fades. Check-ins reduce from daily to a few times per week, then weekly as-needed. Sessions shift from weekly to fortnightly to monthly.

The goal isn’t to create students who rely on coaching indefinitely. It’s to build genuine independence so students develop the self-awareness and skills to manage on their own. When they can, my job is done.

The Path to Independence

Getting Started

Step 1: Join the Waitlist

I’m currently at capacity and building a waitlist for future availability.

The one-to-one model with daily check-ins means I can only work with a limited number of students to ensure each receives the personalised attention and support they need.

Join the waitlist to be contacted when a coaching spot opens.

Join Waitlist

Step 2: Free Discovery Call

When a spot becomes available, we’ll schedule a complimentary 20-minute discovery call to discuss your child’s challenges, explore whether coaching is a good fit, and answer questions about the process and fees.

Step 3: Initial Assessment

If we’re aligned, we’ll schedule an initial assessment session (in-person in Northcote or online) to understand your child’s executive function profile, identify strengths and challenges, and collaboratively set meaningful goals.

Step 4: Begin Coaching

Coaching begins with weekly sessions and daily check-ins. As your child develops skills and confidence, support gradually reduces until they can manage independently.

Frequently Asked Questions

  • I specialise in working with students in Years 5-12 and early university who struggle with executive function skills like organisation, time management, planning, task initiation, and follow-through.

    Many have ADHD, autism, dyslexia, or other learning differences. They're often bright and capable students who understand the material, but school demands don't align with how their brains work. The usual advice—"just try harder," "be more organised"—hasn't worked because executive function skills are brain-based abilities that often develop at a different pace for neurodivergent learners.

    A formal diagnosis isn't required. If your child is struggling with executive function skills, explicit teaching through coaching can help.

  • 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.

Join the waitlist for future coaching availability.

I work with a small number of students to ensure thoughtful, high-quality support. There are no current coaching openings, but you’re welcome to join the waitlist.