When the world shifted in 2020, so did education. But while some students experienced a cluster of impersonal virtual classrooms, I was fortunate to work one-on-one with students through Educational Connections to maintain stability, trust, and growth in their lives. In the blink of an eye, sessions became more than just academic support during a time of unpredictability. Rather, they simultaneously grew into essential touchpoints where students could reflect, reset, and rise.
Now, four students I coached through high school are off to attend four prestigious colleges in the fall—Virginia Tech, Elon University, the University of New Hampshire, and Indiana University. Each student’s path was unique, but all were filled with breakthroughs and reaffirmed how powerful personalized executive function coaching can be.
Coaching Beyond the Curriculum
Effective one-on-one coaching is only possible when the goal isn’t just to complete homework and improve grades. Being responsive to each student’s identity, learning style, and long-term goals is paramount in helping them see their strengths.
The sessions I had with these four students, who are now off to college, weren’t static or scripted. They responded to real life. Whether a student showed up anxious before a test, overwhelmed by competing activities, or excited about a personal win, I always met them where they were mentally and emotionally. We didn’t force a rigid system. Instead, we built flexible support structures that grew and catered to each student.
Building Executive Functioning, One Step at a Time
These students each came to our sessions with different needs and goals. Some struggled with organization, while others wanted to reshape their mindset. However, I found that what united them was their desire to feel more in control of their learning. That’s where executive functioning coaching played a vital role.
Instead of discussing time management and looming deadlines, we broke down weekly calendars together. Instead of simply suggesting planning ahead, we practiced how to structure study sessions, balance commitments, and build in time for rest. And instead of never discussing these skills again, we made sure to revisit them so that over time, these strategies moved from external tools to internalized habits.
Each student had different preferences, whether it was responding best to visual checklists or planners, preferring to talk through challenges verbally before writing, or benefitting from reflective prompts by processing tasks internally. Coaching gave us the space to discover and adapt to those differences in real time.
Individualized Support Creates Breakthroughs
For one student, our early sessions were defined by doubt. He was hesitant to take academic risks and second-guessed his own ideas after a recent diagnosis with dyslexia. We used our time together to build confidence step-by-step with structure and intention, reflecting on feedback without fear, and celebrating growth along the way. His transformation wasn’t sudden, but it was steady. Driven by a passion for sports journalism, this student persevered, and his hard work paid off with an acceptance to Virginia Tech to pursue that very dream.
Another student came to our sessions deeply motivated, involved at school, but overwhelmed. He always showed up ready to work, but unsure where to begin. We created a weekly routine that involved reviewing his calendar synced to his phone, followed by forward-looking planning that gave him a sense of direction and calm. The shift was clear as he felt less buried by tasks and more empowered to complete them. By senior year, he was maintaining his grades, was appointed to leadership roles that aligned with his college goals, and landed a study abroad opportunity with the business school at Indiana University this fall.
Juggling a demanding schedule packed with a variety of extracurriculars, from tech theater to football, proved to be overwhelming for one student. Time was always limited, so we focused on efficiency and rhythm. Together, we created color-coded checklists and daily breakdowns. We practiced choosing priorities, letting go of perfection, and making space for recovery. As the months went on, he started initiating planning and prioritization himself, which provided ample time to submit an impressive application that earned him a well-deserved acceptance to the University of New Hampshire to study engineering.
Lastly, I had the opportunity to navigate the strong internal pressure to be perfect with one of my students. She struggled to speak up in class and hesitated to take risks. Our sessions became a low-pressure space to practice self-advocacy, experiment with study techniques, and reframe finding her confidence. With consistency and care, she learned how to push past fear and show up authentically, which has prepared her to speak up during new college interactions and discussion-based learning at Elon University this fall.
Not a Formula, But a Dynamic Rooted in Self-Knowledge
The real transformation wasn’t just improved grades or completed assignments. It was self-awareness. These students learned how they worked best, recognizing when to seek help and developing systems tailored to their strengths and stressors. Even more importantly, they believed their progress was possible, not just through direct results in the gradebook, but through true effort and meaningful reflection. They started showing up not just for our sessions, but for themselves, truly trusting their own process.
What made these sessions powerful wasn’t curated content, but rather the connection. One-on-one coaching gave us the time and trust needed to have real conversations about identity, motivation, setbacks, and goals. We created a space where students and I could build a rapport around what they wanted, what made them hesitant, and who they are striving to become.
Each week, we reflected on what was working and what wasn’t. Through meaningful check-ins, coaching became a rhythm that helped these students notice patterns and adjust accordingly, since growth is not one-size-fits-all.
Our coaching sessions were also adaptable. When a student had a group project, we talked through how to collaborate. When another had trouble with a teacher, we drafted respectful emails together. When one faced burnout, we rebalanced their schedule to include restoration. These skills became key takeaways for managing that first semester of college.
Looking Ahead: More Than College Ready
As these students head to college this fall, I feel confident that they carry more than academic readiness. They know how to structure their time, how to ask for help, and how to adapt. These aren’t just school skills, but also life skills that were developed with insight, care, and connection.
Gratitude for the Journey
To the families who trusted me with their children’s learning journeys—thank you. It’s been a privilege to support your children not just academically, but as they’ve grown into independent young adults. And to the current families I am working with, I am eager to continue instilling these catered skills and practices into your child’s sessions, too.
One-on-one coaching is about more than grades. It’s about transformation. Supporting students in becoming people who can meet challenges with courage and clarity has made this work so rewarding. This is why I’ll always believe in the power of showing up for one-on-one sessions through Educational Connections—one student, one session, and one goal at a time.
ABOUT OUR AUTHOR:
Megan Hallett, M.Ed. is an experienced educator, tutor, and executive function coach. Since 2014, she has supported students of all abilities, first as a high school English teacher and now as a one-on-one tutor and executive function coach at Educational Connections. Megan holds a B.A. in Secondary English Education from the University of Delaware and an M.Ed. in Education with a concentration in Classroom Technology from La Salle University. She specializes in helping students develop lifelong skills—such as organization, time management, and effective study strategies—that lead to success in and out of the classroom.