Grades 9th-12th

EXECUTIVE FUNCTION SKILLS-HIGH SCHOOL

Students in grades 9-12 may find themselves unprepared for the rigor and productivity expected in college prep level courses. They must learn how to successfully adapt to the differing expectations of several teachers at once, and manage projects and assignments effectively. They also have to be productive amidst the distractions of technology, which is difficult for many adults. Parents may also begin to see that their students insist on managing their academics independently. Even though they are not quite ready to do so, due to underdeveloped Executive Function skills. Those who were able to get by in lower levels suddenly find themselves in need of additional support. With the stakes being higher with college applications, this is the perfect time for one on one support. Executive Function Coaching, at this level, allows students the ability to practice independence, but allows for additional support and accountability outside of the parent-child relationship. Parents often find that by hiring an Executive Function Coach their relationship with their child improves, as they no longer play the homework police.

EXPECTATIONS OF EXECUTIVE FUNCTION SKILLS IN HIGH SCHOOL

Self-regulation-the ability to manage and regulate strong emotions, thoughts, and actions.

Attention-to successfully sustain attention and focus during lengthy or challenging tasks.

Task Initiation-independently start a task when needed, especially one that is not preferred, and successfully overcome procrastination.

Organization-the ability to keep track of materials both at home and in school, to organize information, especially for essays and research papers.

Planning and Prioritizing-successfully map out and complete efficiently multi-step tasks such as projects, by determining assignment priority based on a variety of factors.

Time Management-the ability to judge how long a task will take and to schedule the time accordingly.

Flexibility-the ability to see situations through another’s perspective such as a teacher or peer and formulate a variety of solutions to different problems.

Metacognition-the ability to reflect on one’s own learning and have self-awareness

SIGNS OF EXECUTIVE FUNCTION DEFICIENCY IN HIGH SCHOOL

  • Organizational challenges – students experience difficulties organizing class materials, keeping track of, or turning in homework, and understanding how to begin and schedule long term writing assignments and projects.

  • Behavior/Emotional challenges – the student may have poor relationships with teachers, difficulty resisting distractions and settling down to do work, or give up easily on challenging or difficult tasks.

  • Time management challenges – the student leaves work until the last minute, causing panic and stress at home, the student may also be over scheduled which elicits stress.

  • Academic challenges – the student struggles with perseverance or often does not complete or even start assignments. They may do poorly on tests due to lacking study habits, and may lose credit for late assignments.

  • Study skills-students may not know how to take notes in class, study for tests, or prioritize assignments.

DO YOU FIND YOURSELF ASKING:

  • Why does my child forget to do their homework?

  • Why is my child lazy or unmotivated?

  • Why does my child have to stay up so late doing homework?

  • Why does my child wait to the last minute to do things?

  • Why does my child score so low on tests even though they are studying?

  • Is my child prepared to be successful in college?

  • Why won’t my child ask the teacher for help?

If you have asked yourself any of the above questions, Executive Function coaching may be a good fit for your child.

Find out more in a FREE Exploration Session.

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HOW EXECUTIVE FUNCTION COACHES SUPPORT HIGH SCHOOL STUDENTS

  • We assist students in learning about their unique brains and learning styles.

  • We assist them in becoming independent with daily routines at home and in the classroom.

  • We coach them on methods to cope with strong emotions, such as anger, fear, frustration, anxiety and stress.

  • We coach them on how to get started on work, and how to keep going even when it’s challenging.

  • We assist them in learning methods to stay on task, and teach them tools to sustain attention.

  • We assist in developing personalized organizational systems for materials and work areas.

  • We teach them how to chunk larger assignments by breaking them down into smaller more manageable goals.

  • We coach them on how to effectively prioritize work.

  • We assist them in gaining self-awareness.

  • We provide opportunities to develop and utilize self-reflection skills.

  • We assist and coach them on technology that can improve their productivity and reduce frustration.

  • We train them on how to effectively study for and take tests. We provide opportunities for them to gain insight into what motivates them, to set goals, and to utilize those skills to become more productive.

  • We show them how to advocate for themselves with their teachers.

  • We assist them in preparing for a successful transition to college.