Student ADHD Coaching | Focus, Thrive, & Succeed

Student Coaching

Let us Partner With Your Child to Discover How to Maximize Their Executive Functions, Strengths, Interests, and Passions!

Do you have a child/student with ADHD and/or executive functioning weaknesses?

Is your child not meeting their potential due to executive functioning challenges?

Students with ADHD and executive functioning difficulties can face many challenges.

Allow us to partner with your child by providing them support and guidance. We coach Middle School, High School, and College students.

Let Us Show You How

What Does This Process Include?

With Every 1:1 Student Coaching Package You Get...

4 Individual Laser Focused Coaching Sessions up to 40 minutes

Unlimited Accountability including texts, voice memos, and emails

Communication with a team (Psychiatrist, Psychologists, Teachers, Guidance Counselor as needed if permission is given)

Review of any evaluations pertinent to students' coaching

Executive Function and Learning Style Questionnaire, Personal Coaching Agreement, Goal and Action Sheet, and Personal History Form

Session Framework

Pre-Onboarding Activation (before Session 1)

Student Intake & Informal Assessments: Executive-function snapshot, learning style, goals, current classes/loads, and any testing history (e.g., ADHD evals).
Accommodations Review (if applicable): Note current/expected 504/IEP supports and how to use them (extended time, small-group testing, etc.).
Parent/Student Roles & Consent: Clarify privacy, communication preferences, and who receives progress updates (students 18+ must consent).
Tech & Scheduling Setup: Pick first session time; confirm text check-in channel.

A figure has a lightbulb thought bubble, thinking about the goals they're ready to achieve.

Session 1 (40 min): Assess, Align, Activate

0–5 min | Arrive & Rapport: What’s top-of-mind this week? Any urgent tests/assignments?
5–15 min | Strengths & Sticking Points: Review intake: focus/organization, slow processing, task initiation, study/test habits, advocacy needs.
15–30 min | Plan the Week:
- Choose 1–3 priorities (e.g., study plan for geometry quiz; break down long-term assignment; test-taking strategy with extended time).
- Match tools to brain style (time-boxing, spaced study, retrieval practice, visual planning, cueing, body-doubling).
- If accommodations exist, embed how to use them (e.g., what to do with the extra time, small-group steps).
30–40 min | Accountability Design: Mid-week check-in plan (text nudges), “if-then” backups, success criteria for next session.

Sessions 2–4 (40 min): Build Skills, Apply, Iterate

0–5 min | Quick Check-In: Wins, stuck points, energy/attention scan.
5–15 min | Review & Adjust: What worked? What didn’t? Tweak study/test approach (e.g., question-last/first methods, active recall, micro-deadlines).
15–30 min | Skill Blocks:
- Study Systems: Spaced practice, retrieval cues, note compression, “10-minute starter.”
- Task/Time: Externalize tasks, calendar holds, realistic durations for slower processing.
- Testing Framework: Pre-quiz plan, during-test pacing with extended time, post-test reflection loop.
- Self-Advocacy: Scripts & one-liners, when/how to email teachers, reading body cues before overwhelm.
- Emotional Regulation (as needed): Reframing, thought-labeling, RSD tools, short grounding routines.
30–40 min | Commit & Close: Next steps locked; schedule the next session before leaving the call.

Between-Session Support (included)

Unlimited Accountability Check-Ins: Student ↔ coach text for nudges, quick troubleshooting, and real-time plan tweaks.
Team Coordination (with permission): Coach can sync with teachers/504 coordinator/clinician and review relevant evaluations to align supports.
Low-friction “homework”: Only if helpful—can be as simple as trying one micro-tool and reporting back (no busywork).

Notes for Parents & Caregivers

Student-centered: The student is the client. With the student’s consent, parents can receive brief progress updates and scheduling support.
Right-fit workload: If written “homework” backfires, we favor live practice and reflection instead.
504/IEP as living documents: We help students use accommodations effectively and surface changes to the school team when needed.

What are people saying?

Just participated in the 3C for Students with Brooke. What an informative, packed with content course. It offers an array of tools and techniques any professional or parent can use with ADHD children to help them throughout their schooling years. Cannot recommend it enough- in fact, every child (even if not neurodiverse) could benefit from the content offered within! A must for those supporting ADHD children in schools.

I did coaching with Gloria for my school and it was extremely helpful! Went from failing a

CWB and Justin have been a huge help with getting and keeping my son on track in high scho

Coach Justin really helped my son obtain study habits to help him get through the semester

Márta was a joy to work with. She is motivational and encouraging but serious when it coun

I really enjoy working with my coach. Marta is extremely helpful with assisting me in my m

I had the best coach ever!

She patiently worked with me to construct a plan for my school work. She also would check in to make sure that I was on track with my work and would check in with other things in my life as well.

She was so sweet and so encouraging!!!

Paige

"I hadn’t realized just how serious ADHD can be!

You hear of it all the time and blow it off. You think a child is hyper and give him a pill; well parents that’s not the case.
ADHD is a serious condition that needs to be managed. If you want your child to succeed at school, and in life, they have to learn how to manage their personal effects from ADHD.

As parents, it is our job to provide every tool to make our child productive for the real world. No one can do it alone. As they say, it takes a village; or I took on the role of the team leader to get everyone in place as my son was approaching 6th grade.
Thanks to Brooke and her team I am proud to say after a long year of learning lessons, and working diligently our son made the honor roll.
We can never thank Brooke enough for her absolute dedication, knowledge, and attention to detail."

-Abbey, (Parent) Boca Raton, Fl

"My son has been working with CWB, an academic and life coaching company that specializes in working with children through adults who struggle with ADHD and executive function difficulties. His coach has been an integral part of his improved overall success this school year. Previously he has worked only with tutors. CWB came highly recommended in the coaching community and I'm so glad we found them. "

-Student Parent

"My son and his coach have worked on building a study schedule for the week, increasing his study skills, improving his organization, completing and turning in homework, and building systems that can be implemented throughout the week and his life while she is not with him. She checks in with him throughout the week and holds him accountable for the goals that are set.

The reason why I am writing this is that I would love for you and/or your children to get what my son is getting!"

-Jennifer B (Parent of Middle School Son), Miami, FL

"Jake continues to value your weekly call. He says the accountability is good for him. I'm happy to say he is much more organized than he was before we started with you. It truly is amazing and he is so proud of how far he has come. I feel like it is a bit like a housing project though as in when you fix one area, other areas that need fixing to stand out...I'm so glad he is organized and he continues to work on focus."

- Karen (Parent of College Student), Santa Cruz, California

"Pardon my French, but this is (insert word) wild! I feel like I'm dreaming...I can't believe I graduated! I cannot thank you enough for helping me through this. I can't wait to continue working on what's next!!!

-Lilly ( Senior in High School), Naples, Fl

"I reached out to CWB for help after an absolutely brutal first semester in college. With my combination of ADHD, poor time management skills, and a bogus organizational system, I hit rock bottom and was told I would be asked to leave my honors program at school if I didn't get my act together. My coach continuously helped me by brainstorming some unique strategies that would help me focus on my work, and kept me accountable with the daily and long-term goals that I had set up with her. I met with her once a week for long meetings but could text her literally whenever I had an issue and she responded super quick with helpful tips. She's crazy organized and helped me turn my grades around, among a bunch of other things. I could not recommend her enough. 6/5 stars."

-Christian (College Student), New Brunswick, NJ

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