Does my teenager need tutoring or executive function coaching?

Subject tutoring focuses on learning and applying academic material. A student might need another explanation of algebra, guided practice with reading comprehension or feedback on how to develop an argument in an essay. Difficulty with understanding can also lead to avoidance, so procrastination alone does not tell you which support to choose.

Ask the teacher what your student can do independently and where their understanding breaks down. If the main difficulty is the content, ask about school help, subject tutoring or an evaluation when persistent learning difficulties warrant it. Well-designed tutoring programs have research support; that does not mean every tutor or arrangement will work equally well.^[1]

Executive function skills help us manage information, focus attention and adjust an approach. They continue developing through adolescence and early adulthood.^[2]

At P.A.V.E. Support, executive function coaching focuses on how a student manages everyday responsibilities. Examples include turning a deadline into smaller steps, deciding when to begin, keeping track of assignments and checking that completed work was submitted. The student practices a usable approach between sessions and reviews what helped or got in the way.

Coaching may be worth discussing when the student understands much of the work but repeatedly loses track of what is due or has trouble following a plan. It is not subject tutoring, diagnosis or mental health treatment. It does not guarantee better grades.

A tutor may teach planning habits, and a coach may use school assignments to practice organization. Ask each provider what they actually do rather than relying on the label. A student who struggles with both algebra and tracking assignments may need subject instruction alongside organizational support.

Choose a recent assignment and ask your teen to walk you through what happened. This is a conversation, not a test to determine a diagnosis. Ask what the assignment required, which part was confusing, when they noticed the deadline, what happened when they tried to begin, and how they knew the teacher received the finished work.

A student who cannot explain the math method may benefit from subject instruction. A student who can solve the problems but forgets to upload the file may need a more reliable submission routine. A student who feels overwhelmed may need several kinds of support. These are illustrations, not client stories or proof of a single cause.

Coaching should complement appropriate school services. For students with ADHD, the CDC describes organizational training and collaboration between families, schools and healthcare providers as part of the wider support picture.^[3]

If difficulties are persistent, have changed suddenly or come with concerns about sleep, health or emotional wellbeing, speak with the school and your child's healthcare provider. A low grade or missing assignment does not diagnose ADHD or an executive function difficulty.^[4]

Ask what they would work on first, how the student helps choose the plan and how you will review progress beyond grades. Ask when they would recommend a tutor, school support or another professional instead. Useful measures might include fewer unsubmitted assignments, a more reliable start routine or less parent prompting. Choose measures with the student and provider.

If submission is the sticking point, try a final step in the homework routine: submit the work, then check the confirmation. If starting is difficult, agree on a specific first action, such as opening the assignment and identifying the first question. Review what happened after a few attempts and adjust the approach.

• What Executive Function Coaching Is (and Isn't)
• Does Executive Function Coaching Work? What the Research Says
• Pricing

1. Institute of Education Sciences, "High Quality Tutoring: An Evidence-Based Strategy to Tackle Learning Loss." https://ies.ed.gov/learn/blog/high-quality-tutoring-evidence-based-strategy-tackle-learning-loss(opens in a new tab)
2. Harvard Center on the Developing Child, "InBrief: Executive Function." https://developingchild.harvard.edu/resources/inbriefs/inbrief-executive-function/(opens in a new tab)
3. Centers for Disease Control and Prevention, "ADHD in the Classroom." https://www.cdc.gov/adhd/treatment/classroom.html(opens in a new tab)
4. American Academy of Pediatrics (HealthyChildren.org), "What to Do If Your Child Is Falling Behind in School." https://www.healthychildren.org/English/ages-stages/teen/school/Pages/Poor-School-Performance-How-Parents-Can-Help.aspx(opens in a new tab)