Category: Teachers

The ADHD Brain: How to get the most out of your teen

The ADHD Brain: How to get the most out of your teen

Being a parent to a teen with attention deficit hyperactivity disorder (ADHD) can be an extremely rewarding experience; their boundless energy, personalities, creativity and the drive of their hyperfocus which can be a powerful advantage if channelled in an effective way.

However, as we all know, teen years are a really challenging time of life with lots of hormonal changes and life transitions. Forming self-identity, planning for the future and moving towards a more independent life are just some of those bigger transitions. For teens with ADHD, these changes and transitions can seem overwhelming with greater highs and lows in comparison to their peers1

ADHD and executive functions

It is well understood that ADHD symptoms are strongly related to deficits in executive function skills2. These executive functions are a set of mental skills in the brain that enable us to manage our thoughts, behaviours and emotions. For teens with ADHD, this means that they can find it difficult to regulate their behaviour, take on responsibility, set and achieve goals and function independently. Understanding what is going on in your teen’s brain can help you identify their executive function challenges so that you can support them in their journey through adolescence towards happiness and success.   

What are executive functions?

Executive functions are a set of mental processes that help us with daily skills such as prioritising, filtering out distractions and controlling our impulses and emotions. Residing in one of the most evolved brain regions known as the prefrontal cortex in the frontal lobe, these skills work together to control all of our thoughts, emotions and behaviour3. Our executive functions include skills like working memory, organisation, time-management and goal-directed thoughts. 

If you want to find out what your executive function strengths and challenges are, then take our Executive Function questionnaire.

Do ADHD symptoms present in the same way during childhood and adolescence?

During the teen years some of the symptoms and associated behaviours of ADHD, particularly those related to hyperactivity, can become more subtle4. However, the other pronounced symptoms such as impulsivity and inattention can mean that teens find it difficult to cope with frustration and progress academically. Other common challenges include emotion management and working memory which can lead to problems with social relationships, home life and decreased confidence and self-esteem5,6.

Why does this happen?

Delayed frontal lobe maturation is common in ADHD which often results in children and adolescents having delayed development in their executive functioning in comparison to their peers6,7. Research has shown that maturation can be delayed by up to 5 years8 meaning that teens with ADHD differ in maturity levels and are often a few years behind in terms of cognitive and emotional development in comparison to their peers. Be mindful of this when you find yourself in conflict with your teen!


As many parts of the adolescent brain are still maturing, your teens brain is at an all important stage of neuroplasticity . Neuroplasticity is the brain’s ability to structure and organise itself through its environment by forming neural pathways. The stronger the neural  pathway, the stronger the attitude, habit or belief9

The good news is that your teens’ brain has much more plasticity than yours or mine. In fact, during our 20s our brains stop forming natural neural pathways which means that our habits, biases and attitudes are harder to change10. However, your teens brain is primed to change, adapt and respond to their environment through a process of strengthening and accelerating neural pathways between brain regions. So, when you feel particularly challenged by your teen, just remember that they are able to adapt their attitudes and improve their executive functioning because their brains have a high plasticity.

How will this support my teens executive function development?

As executive functions underpin all behaviour, emotions and thoughts, harnessing their executive functions is so important. All you need is the right strategies. That’s why we have created our online Executive Function Support Group for Adults and Parents which is full of executive functions strategies to help your teen, and even yourself, succeed and flourish. We highly recommend watching our short video which explains neuroplasticity in simpler terms. 

How can Connections in Mind help?

At Connections in Mind, we are a team dedicated and caring ADHD and executive function coaching experts. Through our Coaching for Independent Learning programme, our coaches combine their expertise and knowledge acquired through experience and education with strategies based on the latest empirical research to create bespoke coaching programmes tailored to individual client needs. Whether your teen is struggling with organisation, time-management or emotional control, they can work one to one with one of our amazing coaches to address their executive function challenges and develop new strategies so that they can flourish personally and academically. 

Book a free 30 minute consultation call

Seeking additional support can also reduce tensions in relationships and create a happier and calmer household. To help you understand the coaching process and to find a bespoke programme that works for your teen, or even yourself, book a free consultation call with Sarah, one of our executive function coaching experts today. You can watch our client testimonials here.

By Rebecca Tyler, Connections in Mind


1Gotlieb, E. M., & Gotlieb, J. S. (2009). Helping adolescents with attention-deficit/ hyperactivity disorder transition toward adulthood. Adolescent Medicine, 20, 203-222.

2Rapport, M. D., Orban, S. A., Kofler, M. J., & Friedman, L. M. (2013). Do programs designed to train working memory, other executive functions, and attention benefit children with ADHD? A meta-analytic review of cognitive, academic, and behavioural outcomes. Clinical Psychology Review, 33(8), 1237-1252.

3Diamond, A. (2013). Executive FunctionsAnnual Review of Psychology, 64, 135-168.

4Resnick, R, J. (2005). Attention deficit hyperactivity disorder in teens and adults: They don’t all outgrow itJournal of Clinical Psychology, 61(5), 529-533.

5Rinsky, J. R., & Hinshaw, S. P. (2011). Linkages between childhood executive functioning and adolescent social functioning and psychopathology in girls with ADHD. Child Neuropsychology, 17(4), 368-390.

6Shaw-Zirt, B., Lehane-Popali, L., & Chaplin, W. (2005). Adjustment, social skills, and self-esteem in college students with symptoms of ADHD. Journal of Attention Disorders, 8(3), 109-120.

7Shaw, P., Eckstrand, K., Sharp, W., Blumenthal, J., Lerch, J.P., Greenstein, D., & Clasen, L. (2007). Attention-deficit/hyperactivity disorder is characterised by a delay in cortical maturation.

8Kakuszi, B., Szuromi, B., Bitter, I., & Czobor, P. (2020). Attention deficit hyperactivity disorder: Last in, first out – delayed brain maturation with an accelerated decline? European Neuropsychopharmacology, 34, 65-75.

9Rossignoli-Palomeque, T., Perez-Hernandez, E., & Gonzalez-Marques, J. (2018). Brain training in children and adolescents: Is it scientifically valid? (2018). Frontiers in Psychologyhttps://doi.org/10.3389/fpsyg.2018.00565

10Pauwels, L., Chalavi, S., Swinnen, S. P. (2018). Ageing and brain plasticity. Ageing, (10) 8, 1-2.

Cultural differences in the early development of executive functions.

Cultural differences in the early development of executive functions.

Our children are living in diverse and ever-changing cultural societies with different educational systems, social systems and values. But what effect do these cultural differences have on the early development of our executive functions? And even, do some of our executive functions develop differently because of these differences? Understanding how our cultural environments shape developing brains could account for some of the differences we see in executive function development. Importantly this could contribute towards knowledge of new strategies that promote healthy development for all children as well as challenging assumptions about the universality of ‘normative’ executive function development. 

What are executive functions?

Executive functions are a set of mental processes that help us with daily skills such as prioritising tasks, filtering out distractions and controlling our impulses and emotions. Residing in one of the most evolved brain regions known as the prefrontal cortex, these skills work together to control all of our thoughts, emotions and behaviour1. Current research suggests that these skills are better predictors of school readiness than entry-level reading or maths ability, and even IQ2. Strong development of these executive function skills are strongly related to better outcomes in social-emotional functioning, physical health and mental well being throughout life2. If you want to find out what your executive function strengths and challenges are, then take our Executive Function questionnaire.

What does the research say about cultural differences in executive function development?

We know that children in Eastern and Western cultures perceive, process and organise information in different ways3. We also know that culture plays an important role in the development of our executive functions as huge differences have been found between children in Western and Eastern societies. 

Common findings in psychological research report advantages in executive function development for children in Eastern Asian cultures (e.g. China, Japan, Korea). For example, they have been found to acquire their executive functions much earlier than children in Western cultures4, and outperform their Western counterparts on executive function tasks measuring working memory, inhibitory control and cognitive flexibility – our three core executive functions4,5.

Why might children in Eastern Asian cultures have an executive function advantage?

Researchers think that these differences could be attributed to social and cultural variations in parenting practices, classroom expectations and language6. Eastern Asian cultures highly value self-control, compliance and attention to instructions in both school and home environments. Self-control and self-regulation are also skills that parents in Asian cultures expect to be mastered at the age of 2, whereas Western cultures do not have similar expectations until the ages of 3 or 4 years7. Self-control relies on our attentional processes and reasoning skills. The development of these foundational skills can determine how well other executive function skills develop such as planning and goal-directed behaviour8

Language is key. 

If you think about it Chinese children have to develop strong memory-based techniques that allow them to retrieve the correct pronunciation of 4000-5000 logographic characters from their memories9. Whilst in the English language, we only need to develop solid memory techniques for the 26 letters of our alphabet and rely on a letter-sound correspondence system (i.e. the relationship between sounds and the letters which represent those sounds). Executive functions such as working memory, inhibition and attentional control have been found to be uniquely related to Chinese reading, but not of English reading4. This suggests that the developmental trajectory of our executive functions could be culturally dependent, at least in the context of reading and working memory. 

There is also a bilingual advantage. The majority of children who live in Eastern and Eastern Asian cultures are bilingual, sometimes even multilingual, and are learning and using different languages every day. Learning another language during childhood can shape and advance our cognitive processing10 as it uses many of our executive function skills including task-switching, attentional control, working memory and response inhibition11

Are there cultural differences in our executive function development?

So the big question is do our executive functions develop as coherent, unitary traits across a range of diverse cultures? Or alternatively, do our executive functions develop based on the demands of specific tasks and experiences that vary between different cultures – for example – a working memory advantage in Chinese children with reading? 

Well, yes. The development of cognitive flexibility and inhibitory control are two of our core executive functions that have been reported to have different developmental trajectories based on the demands of tasks explained by cultural variations, and even in cultures which share similar parenting and educational practices12,13

We know that executive functions are complex processes, and like most of our behaviours, they are hugely influenced by genetic factors. However, what this research does tell us is that environmental factors are just as important as genetic factors in the development of executive functions, and importantly that our executive functions are not fixed or immutable. It is worth keeping an eye on how this research develops over the next few years as it will have important implications on our developmental and educational interventions and policy. 

How can Connections in Mind help?

At Connections in Mind, our team of dedicated and caring executive function coaches combine their own experience, expertise and knowledge with the latest research to create bespoke coaching programmes tailored to individual client needs. Our coaches are available to help your children, and even yourself, overcome challenges with executive functioning. If your child or yourself have difficulties with starting tasks, prioritisation, time-management, controlling emotions or even just staying focused for longer periods of time, a coach can help your child develop new strategies so that they can continue to grow and succeed. 

Our Executive Function Adventures programme is a fun and engaging programme for young children who are struggling with executive functions at home or with school work. They will work one to one with an executive function coach and will learn new strategies but in a fun, story-telling way! Watch our video here to find out more!  If you would like any further information about any of our coaching services then please book a free 30 minute discovery call with Sarah, our Client Services Manager today.

By Rebecca Tyler, Connections in Mind


1Funahashi, S., & Andreau, J. M. (2013). Prefrontal cortex and neural mechanisms of executive function. Journal of Physiology-Paris, 107(6), 471-482.

2Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64, 135-168.

3Kelkar, A. S., Hough, M. S., & Fang, Xiangming. (2013). Do we think alike? A cross-cultural study of executive functioning. Culture and Brain, 1, 118-137.

4Lan, X., Legare, C. H., Ponitz, C. C., Li, S., & Morrison, F. J. (2011). Investigating the links between the subcomponents of executive function and academic achievement: A cross-cultural analysis of Chinese and American preschoolers. Journal of Experimental Child Psychology,108, 677–692.

5Sabbagh, M. A., Xu, F., Carlson, S. M., Moses, L. J. & Lee, K. (2006). The development of executive functioning and theory of mind: A comparison of Chinese and U.S. preschoolers. Journal of Psychological Science, 17(1), 74–81.

References continued

6Roos, L. E., Beauchamp, K. G., Flannery, J., & Fisher, P. A. (2017). Cultural contributions to childhood executive function. Journal of Cognition and Culture.

7Jaramillo, J. M., Redon, M. I., & Trommsdorff, G. (2017). Children’s self-regulation in cultural contexts: The role of parental socialisation theories, goals and practices. Frontiers in Psychology, 8: 983. 

8Tiego, J., Testa, R., Bellgrove, M. A., Pantelis, C., & Whittle, S. (2018). A hierarchical model of inhibitory control. Frontiers in Psychology, 10: 3389.

9Handley, J. R. (2005). Learning to read in Chinese. In M. J. Snowling & C. Hulme (Eds.), The science of reading: A Handbook (pp. 316-335). Malden: Blackwell. 

10Blom, E., Boerma, T., Bosma, E., Cornips, L., & Everaert, E. (2017). Cognitive advantages of bilingual children in different sociolinguistic contexts. Frontiers in Psychology, 8: 1025.

11Arredono, M., & Yoshida, H. (2019). Executive function: The influence of culture and bilingualism. Bilingualism: Language and Cognition, 22(4), 714-732.

12Legare, C. H., Dale, M. T., Kim, S. Y., & Deak, G. O. (2018). Cultural variation in cognitive flexibility reveals diversity in the development of executive functions. Scientific Reports, 8(1), 16326.

13Cheie, L., Veraksa, A., Zinchenko, Y., Gorovaya, A., & Visu-Petra, L. (2015). A cross-cultural investigation of inhibitory control, generative fluency, and anxiety symptoms in Romanian and Russian preschoolers. Child Neuropsychology, 12(2), 121-149.

Create a Child Friendly Workspace in your Home.

Create a Child Friendly Workspace in your Home.

By Victoria Bagnall, Co Founder, Connections in Mind

With everything going on in the world at the moment we are all in a huge period of adjustment. Parents are working from home, children are off school and we are unsure about how much longer we will be able to move around our normal outside routines. So how can we harness what we know about executive functions and apply them to our home spaces and make homeschooling for our children that little bit easier? One of our suggested ways is to create a child friendly workspace in your home.

Setting up a workspace which is free from distractions, clutter and is comfortable for your child will help support motivation, task initiation and completion.


First, consider your child’s studying style. If they are easily distracted, a secluded, quiet spot is best, but if they are more comfortable working with other people around, choose a corner of the living room or kitchen. Make sure the area is free of clutter and that other family members respect “working time.”

While music may be okay at low levels, TVs should be turned off — very few people can resist becoming distracted by the TV. But no matter where your child does her homework, research* shows the benefits of a quiet space with natural lighting, relative quiet**, and close-at-hand supplies.

Two other essentials are a reasonably large work surface and comfortable seating. If you can afford an adjustable chair, that’s great, but you can also adjust your existing furniture by stacking pillows on the seat. If your child’s feet don’t rest on the floor, use a footrest, boxes, or more stacked books. A final tip is to use a rolled-up towel or small pillow between the back of the chair and the child’s lower back to provide lumbar support.

Finally, let your child take part in creating their study space so they will feel more comfortable and be less likely to think of home working as a chore. Your child may feel less intimidated if he has a favourite toy sitting beside him to “help” study spelling words, or if she has a “magic thinking hat” to wear when stumped by a math problem.


A few additional ergonomic guidelines should be followed when your child works at a computer. The monitor should be level with their head, and it should be directly in front of them, about 18 to 30 inches away. Make sure there’s no glare falling on the screen or use an anti-glare screen, as glare causes eyestrain. If your child is very young, consider getting a child-sized keyboard and mouse or switching to a trackball, as little hands often have trouble using these adult-sized components.

Necessary Stuff

Once you’ve got the space and furniture covered, stock up on basic supplies. For younger children, also include arts and crafts materials. For older children, including a dictionary, thesaurus, and an atlas. Use colourful jars to hold supplies, or for a portable option, use plastic stackable cubes or even a sturdy shoebox.

For children working at a common area such as the kitchen table, bringing out the “homework supplies” is also a great way to indicate that “working” time has begun. The other essential item for all ages is a wall calendar where your child can record dates and other important information.

By setting up your child with a workspace that works for him or her, the homeschooling process will be a smoother one for everyone.

At Connections in Mind we believe, and research*** has proven, that children who plan and organise their work, build in short and long term goals and reflect on their processes are more likely to succeed. Not only in their education but throughout their lives. If you would like to know more about executive function coaching and how it can help your children or you, as parents then book a free discovery call with our Client Services Manager today.


*The home learning environment and achievement during childhood (Dearing & Tang); In Handbook of school-family partnerships (Sandra, Christenson & Reschly, 2010). “Strong correlations between having learning materials in the home and nearly all areas of achievement” and “children’s access to literacy materials is an excellent predictor of literacy achievement”. 

**Does noise affect learning? A short review on noise effects on cognitive performance in children. (Klatte, Bergstrom & Lachmann, 2013), “enduring exposure to environmental noise may affect children’s cognitive development”. 

***Executive function and early childhood education (Blair, 2016), “…important contributor to school readiness and school success”.

More Haste less Speed – the neuroscience behind the old proverb.

More Haste less Speed – the neuroscience behind the old proverb.

By Victoria Bagnall, Co Founder, Connections in Mind

Have you ever wondered why when you are against the clock everything seems to be against you?  If you are superstitious perhaps you believe that fate is actually against you and it is punishing you for not leaving enough time. Perhaps you have negative self talk telling you if you had only left more time you wouldn’t be in such a pickle? Well believe it or not the answer lies not in the universe being against you, but instead in the unique way our brains are wired.

Picture the scene: you overslept your alarm and wake up 10 minutes before you should be leaving the house. You know that each element of your routine should only take a few minutes so in theory it shouldn’t take you more than 20 minute to leave the house but everything seems to be against you. You put your phone down somewhere and spend 5 minutes turning the sitting room upside down looking for it before you find it in the bathroom. You pour orange juice in your tea instead of milk and you have to boil the kettle all over again. And the icing on the cake – you pat your pocket as you walk down the street and realise that you have locked your house keys in the house and have to go to your partner’s office on the way into work to make sure you can get in after work as you have plans that night.  Is it fate? Completely out of your control? Or is something going on in your brain to prevent you from executing your tasks as you would like to? You guessed it, executive functions are the answer.

Yes I know, it is amazing how I manage to see EFs everywhere, but it is such an interesting lens to consider the challenges we face through, and in my view so helpful. 

So what do EFs and neuroscience have to do this having a bad day?  Well everything!

Let’s think about the example above. You wake up you realise you are late and you panic.  What happens to our brain when we panic? We revert to our instinctual brain and bypass our prefrontal cortex where the executive functions are found.

Panic literally disconnects our EFs from our brain and makes it much more difficult for us to execute normal tasks.  This is because the brain is hardwired to keep us safe in traditionally threatening environments – like an animal attack or an ambush. Ironically it also kicks in when we panic about 21st century parts of our lives – like timekeeping.  So exactly when we need our EFs to execute all the tasks we need to do to make up time quickly our emotional state renders our brains pretty useless for these tasks.  Isn’t that ironic? 

In practice this means that the working memory we need to remember that we left our phone on the shelf while we brushed our teeth is disabled, we are so preoccupied by running for the bus that we forget to even think about our keys and its possible our emotional control is compromised so we have a little cry on the way to our partners office and mutter an unhelpful cross word or two with ourselves about being “hopeless” .

The great news is that because our brains are malleable we can change these patterns and step out of the downward spiral of disaster when we are in panic mode.  Techniques such as mindfulness, breathing exercises and in some cases simply understanding and visualising what is going on in our brains can help. Some people are happy to put these practices into place on their own whilst others have great intentions and never actually get around to it. 

Our executive function coaches have a plethora of helpful techniques to help us overcome our EF challenges, they are ready and waiting to help you find practical solutions to your challenges and set up bespoke strategies which really work for you. We are also running a series of complimentary webinars throughout January. Our next is on 15th January at 2pm and will be looking at how EF’s are the bottleneck to success within the workplace especially when managing teams. To book your space on the webinar please click here https://zoom.us/meeting/register/v5YrcOuorDgrGzvI2Q-wYRJQjeQYYsLVMw

About Victoria

Victoria, is a pioneer in the field of executive function skills development and passionately believes that applying the latest developments in neuroscience is the key to unlocking the potential of the human brain. She regards poor executive functions as the bottleneck to productivity and is committed to working with people of all ages to help them overcome their executive function challenges in order to flourish.

Reflections on 5 years of working with EF’s

Reflections on 5 years of working with EF’s

By Victoria Bagnall, Co Founder, Connections in Mind

I have recently been chatting to lots of people about executive functions, and one question that always comes up is how I first learnt about executive functions.  

Well, I have Dr Claire Casey to thank for that. In late 2014 Claire and I were working on a particularly concerning adolescent case, I was supporting the young lady in question with her school work as a tutor and Clare was supporting her from a psychiatric perspective. I was flummoxed by our ward’s seemingly endless intellectual capacity but her inability to complete some of the simplest tasks, also her crippling perfectionism and performance anxiety and how it inhibited her ability to crack on with her school work. 

Claire recommended I read ‘Smart but Scattered Teens’ by Dr Peg Dawson and Dr Richard Guare, a pioneering parent handbook about executive function development in teenagers. I was hooked from the first chapter. Everything in the book all made absolute sense to me and what’s more I could identify with these struggles myself as dyslexic who has unknowingly struggled to cope with executive function challenges all my life. 

How did reading a book lead to setting up Connections in Mind

After reading the book I signed up for Peg Dawson’s next available one day training in Boston USA and jumped on a plane to go meet her and learn from the master herself. We met over lunch and discussed ideas about bringing executive function coaching to the UK. I began piloting executive function coaching with a number of clients online and found the results to be phenomenal. 

Convinced by the approach, I wrote to Peg to ask her to come to the UK to train the first round of executive function coaches in the UK. She didn’t need much persuasion and we set a date for December 2015. Peg did the first two days and I concluded with a 3rd day about EF coaching in the UK environment. During the course I met Imogen Moore Shelley and later Dr Bettina Hohnen where we discovered we had a shared passion for executive function development and later agreed to form a company to start offering coaching through Connections in Mind at the beginning of the next school year, September 2016. 

Before we began we enlisted the help of eminent Professor of Child Psychiatry Peter Hill to record an informative video about our services and how executive function coaching can help develop strong executive functions and put together a website. In September 2016, as planned, we began offering Peg Dawson’s model of coaching in the UK with a team of just 4 coaches including ourselves. Things have gone from strength to strength: we now have a team of over 40 coaches delivering a range of services to 6 – 90 year olds based on our learnings, research and development. 

What 10 things have you learned about executive function development in the last 5 years? 

  1. Everyone has a unique executive function profile. No one is perfect and everyone can improve their executive functions, from childhood, through to adolescence and right into adulthood. It might surprise readers to know that not one of the 500 teachers we trained last year through the Connections in Mind Foundation had a perfect profile. 
  2. Executive function terminology is easy to learn and natural for people to adopt. We have seen time and time again, in a variety of different contexts, that children as young as 6 can adopt and skilfully deploy the executive function terminology we use in our work. Indeed it helps them immensely to have a term to use to name their challenge so that they can recognise it and seek help to work on it. 
  3. Executive function challenges are not character flaws. Those with weak executive functions carry around a lot of shame about their character which is totally scientifically unfounded. When we hold public talks about executive functions we often have people close to tears as they realise they are not a bad person but their brain works slightly differently to others. 
  4. Executive functions wax and wain. Executive functions change depending on sleep, nutrition, exercise, stress and other environmental factors. In order to start working on executive functions we must first get the ground work done in terms of the environment before real and lasting progress can be made. 
  5. Coaching only works if you are committed to change. When we started Connections in Mind we took on any client whose parents wanted their child to try coaching. Sounds great, right? But we soon realised that just because the parents were keen on coaching it didn’t mean their children were. Progress with these clients was slow, if any progress at all, as the students self awareness or need to change was holding them back. As a result of this we developed our metacognition building programme, a six week introduction to coaching. This programme paves the way for coaching, teaching adolescents about their executive functions, brain plasticity and growth mindset to help them to investigate if working on their executive functions is something they are willing to invest time and effort in.
  6. Coaching is more tricky with younger children. Young children simply don’t have the metacognition to understand why they should work on their executive functions nor the motivation to change, so any work on development of executive functions needs to be fun and engaging. Off the back of this we developed Executive Function Adventures – our 10 session play based intervention which helps develop executive function literacy and works on every day strategies which form the basis of subsequent parent lead development. 
  7. Coaching is most effective when the parents are on board with our approach. We find that parents find it very difficult to stop being their child’s prefrontal cortex and step back and let them develop their executive functions at their own pace. We have developed our Connected Minds Parent course to help parents learn the tools to support strong executive function development at home. Enticing all parents to attend the course is a challenge and we are looking into flexible ways to deliver this course to fit in with busy lives. 
  8. The skill of the coach and the strength of their connection with the client is key to success. Without doubt the key to any professional relationship is trust and connection as the client has to trust they are completely understood and in a non judgemental space. We urge all our clients to look for a spark of connection with their coach, if it isn’t there with one coach it doesn’t mean it won’t be with another.  
  9. Executive function coaching is an expert skill. When we first started coaching we tried to keep costs down for clients by recruiting younger, relatable coaches such as psychology graduates and tutors. However, we quickly learnt that people with executive function challenges have often developed quite sophisticated coping mechanisms to protect themselves against the shame of having weak executive functions. They are often completely charming and adept at telling white lies and diverting you from the real issue in hand. Thus coaches need to be experienced in working with people and know how to hold them to account in firm but empathetic ways. 
  10. You need a strong support system. The best way to develop strong executive functions is through a collaborative home and school support system which actively works on developing strong executive functions. We have written a whole chapter in an upcoming book on neuroscience to be published later this year. Watch this space for more information. 

I am hugely passionate about sharing all there is to know about executive functions and how, by learning and understanding them we can support clients to change their lives in order to flourish.

If you would like to find out more about Connections in Mind and the services we provide then please visit our website. Or, if you feel you or your child, could benefit from executive function coaching then please book a free, 30 minute, discovery call with our executive function coaching expert to better understand the process and tailored programmes.  

Also, we are currently hosting a series of free webinars about executive functions please find more information online here.

About Victoria

Victoria, is a pioneer in the field of executive function skills development and passionately believes that applying the latest developments in neuroscience is the key to unlocking the potential of the human brain. She regards poor executive functions as the bottleneck to productivity and is committed to working with people of all ages to help them overcome their executive function challenges in order to flourish.