Students who are bright, but stuck and struggling with initiation, follow-through, emotional dysregulation, or confidence, regardless of their formal diagnosis.
Parents who are scared, confused, and/or struggling to best guide and support their children when the school expects a level of production or behavior beyond their developmental level. Our job is to make you feel better.
A specialized, individualized intervention that addresses learning differences, whose main purpose is to remediate skills and improve grades. It tends to focus solely on the executive functioning subsets of organization, planning, and time management.
Traditional educational therapists are trained to remediate the weaknesses and improve grades so that a student feels better as a result.
We flip that order. We work to make the student feel better first: feelings heard, and seen as a person, so they are more willing to put in the emotional energy needed to overcome their roadblocks.
Also, traditional executive functioning support often only focuses on the subsets of organization, planning, and time management; we start with emotional control, addressing the fight, flight, freeze, or fawn response underneath a student's behavior, and connect it to self-awareness, social thinking, impulsivity and inhibition, flexibility, and task initiation.
We work with elementary through high school students, with a focus on middle and high school learners; that's the core of our practice.
We also work with college students, recent graduates, and working adults who are still feeling the effects of skills or support that didn't fully develop earlier in school. See our Adult Services section for more.
Yes: both are available, and each family can choose what is right for them, including a mix of the two when best.
With written authorization, yes. Collaboration with teachers, learning specialists, therapists, psychologists, psychiatrists, and other similar professionals is often central to progress. We are collaborative allies for our clients, not adversaries to schools or other professionals.
Schedule a free consultation below. We'll talk through your child's needs and recommend the right service and frequency.
Usually a mix of a few things at once: many of these skills, like planning, time management, and emotional regulation, are rarely taught directly in school, so you were expected to just pick them up. Your brain was also still developing; the prefrontal cortex, which drives executive functioning, doesn't fully mature until your mid-20s. And without the right motivation or support at the time, there was little reason to address gaps that hadn't caused a crisis yet.
None of that means something is wrong with you; it means the skills were never fully built in the first place, and they're just as learnable now as they would have been then.
No, and yes. Executive functioning and academic skills are learnable throughout life; they aren't tied to a developmental window that closes after childhood, and struggling with them earlier reflects gaps in how they were taught or supported, not a ceiling on what you're capable of. Adults often make faster progress than younger clients because they can understand why a strategy works, not just how to use it, and the same individualized approach that helps younger clients build a toolbox works for adults building or rebuilding one.
Not if they're addressed directly. A learning difference, undiagnosed ADHD, or executive functioning gap from earlier years doesn't disappear on its own, but it also isn't permanent. Targeted work now can close gaps that have followed you for years.
Yes: both are available, and you can choose what works best for you, including a mix of the two when needed.
Schedule a free consultation below. We'll talk through what you're navigating and recommend the right service and frequency for you.