My path to EF coaching started at home. When my son was diagnosed with a learning disability, it set me on a journey of understanding executive function from the ground up — tracking his development, learning what helped, and figuring out how to build the skills that didn't come naturally. That experience shaped everything about how I work. Students who struggle aren't lacking ability — they're missing systems that fit how they actually think and work.

What I'm Seeing 

Students today have more tools, reminders, and systems built around them than any previous generation — and many are still struggling to manage. What looks like a motivation problem or a technology problem is often something simpler: the external systems did the work so long that the internal skills didn't have the chance to develop. The ability to manage your own time, follow through without being prompted, and show up consistently — these don't develop automatically. They have to be learned. And they're exactly what I help build.

My Approach 

I start with curiosity, not a plan. Before we build anything, we slow down and look at what's actually getting in the way — what patterns keep showing up, what's been tried before, why it hasn't stuck. Then we build something together that fits how the student actually thinks and works. Systems that feel imposed rarely last. Systems a student helped design usually do.

​

The students and young adults I work with don't all look the same. Some have a diagnosis, some don't. Some are falling behind, others are holding it together on the outside but running on empty. What they all have in common is that they're more capable than their current habits are showing — and they need someone in their corner to help them find that.

Credentials 

• Professional Certified Coach (PCC), International Coaching Federation (ICF) 

• 16 years experience working with students, families, and educators

• Background in school-based and private clinical settings — including Santa Clara Unified School District

• Trained in executive function coaching for neurodiverse learners