Academic Success
Starts Here



Executive function and study skills – including study, organization and time and self-management skills – are the secret ingredients to success for both kids and adults alike. Often times, balancing school, sports, work, and home can get in the way of our students’ capacity to express his or her full potential. Study after study shows that strong executive functioning skills are more closely related to long-term success than IQ, grades or the college you went to (or, even, whether you went to college at all). Students who struggle with executive function disorder find it difficult to prioritize their time, control and organize their space, or understand the implications of their choices today on the opportunities that they will have tomorrow. Our Executive Functioning and Study Skills support gives our students the tools and skills they need to:

  • Manage Time: Eliminate procrastination and get more done in much less time
  • Prioritize Tasks: Focusing on what’s most important and balance urgency with importance
  • Get Started: How to get started on tasks they put off because they seem too big or hard
  • Finishing: Finish what we start (including remembering to turn in homework!)
  • Organization: Our physical space determines our choices. Minimize distractions while maximizing productivity
  • Flexibility: Improved emotional regulation through the skill of adjusting when things aren’t as we expected
  • Motivation: Building resilience to persist through difficulty; and
  • Mindset: Transforming the absence of short-term success into opportunities for future growth
Time Management and Organization

Students struggling with time management often have difficulty accurately gauging how long different tasks will take them. As a result, they struggle to get started and complete tasks on time. Time management is often linked to struggles with organization – both physical spaces as well as mentally in terms of organizing information. Disorganized physical spaces result in excessive distractions and messy desks, backpacks, bedrooms and lockers. Mental disorganization results in unsequenced thoughts even if the underlying ideas are strong.

Students in our Executive Functioning Coaching Program learn how to:

  • Developing an effective and realistic daily and weekly schedule to complete homework and other activities
  • Creating and sticking to time-based to-do lists that actually work based on a student’s specific learning style
  • Developing physical organization systems for backpacks, binders, desks, and study spaces to minimize distraction and maximize productivity
  • Developing mental models for organizing information
Planning & Prioritization

Like time management, students struggling with planning and prioritization have difficulty knowing how to use their time – often spending too much time on less important tasks and not enough time on the most important things on their to-do list. Homework assignments often take longer and bigger, longer-term projects can be especially challenging because students struggle to set realistic goals and break big assignments into smaller pieces.

Students in our Executive Functioning Coaching Program learn how to:

  • Breaking down bigger tasks into manageable sub-tasks
  • More efficient completion of homework assignments and projects
  • Prioritizing tasks based on importance and urgency
  • Creating and managing effective personal and academic SMART goals
  • Learning what “DONE” looks like for a task and planning backwards
Study Skills

For students in school, executive functioning deficits are most readily seen in their study skills. Students often struggle to understand how to approach assignments or parse teacher expectations. Students are often also unaware of different strategies they can use to approach studying for tests and other assignments – leading to inefficient studying and reduced motivation because they can’t see the benefits of studying.

Students in our Executive Functioning Coaching Program learn:

  • How to develop an understanding of when, how, and why to study for different subjects and assignments
  • Note-taking strategies to increase retention of class material
  • Task analysis strategies for accurately understanding teacher expectations and doing well on tests, quizzes and homework
  • Tools for balancing academics, extracurriculars, home-life and fun activities
Emotional Awareness, Mindset & Motivation

Executive Functioning challenges are often linked emotional regulation and an individual’s ability to persist through challenging tasks. If something seems too big to manage or you don’t yet have the skills to deal with unplanned changes, life is a lot more taxing – often resulting in emotional outbursts and limited motivation to work on new tasks in areas they don’t feel skilled at addressing. Instead of trying new things in life, there is a tendency to stick what they are already good at and avoid new people and activities.

Students in our Executive Functioning Coaching Program learn how to:

  • Deal with unexpected situations and unplanned outcomes
  • Apply strategies for increasing attention and control
  • Strengthened emotional awareness and emotional regulation
  • Develop a powerful growth mindset and willpower
  • Increase perseverance and willingness to try new activities

Case Studies

Case Study 1: Tiffany

Tiffany started with us in 4th grade as a remarkable athlete who was struggling mightily in school. Tiffany found it difficult to accurately hear her teacher’s explanations, organize information and complete even basic homework. Since beginning work with us, Tiffany has done our Executive Functioning program, parts of LEAP 3.0 and received academic coaching and support. Based on her work with our Executive Functioning program (emphasizing study skills support designed to help her figure out how to prioritize, analyze and express information in an academic context), Tiffany has gone from a struggling student who was at risk of failing out of school to now getting almost straight A’s in Honors coursework at the high school level and being recruited as an athlete to some of the top colleges in the country. “Before coming to Axiom, everything about school just felt hard – academics, socializing and staying organized all felt impossible. Axiom’s programs have helped me organize information and tasks while also giving me the tools to manage my time and my environment to manage my busy schedule. School has gone from something I dreaded every day to now being a source of joy and inspiration for me. I couldn’t have done it without Axiom’s programs.”

Case Study 2: Anthony

Anthony came to us as a 7th grader who could read quickly but couldn’t retain anything that he read. Anthony struggled to capture and retain information in a classroom setting but flew under the radar of the school because he worked so much harder than everyone else to get the same amount of work done. A thoughtful and positive young man, Anthony was beginning to have significant self-esteem issues and found school to be all work and no joy. His family says they “tried everything before coming to Axiom Learning – including getting help from school and a number of external providers ­– but nothing else worked. He was getting so frustrated that he was at risk of dropping out of school because he was failing most of his classes despite working so hard.” Working with Axiom Learning’s Executive Function curriculum, Anthony focused on the classes he found most difficult – anything with a lot of reading like English and History – and learned how to organize information he was reading and listening to and translating those skills to his writing and tests in school. After just 80 hours of customized support, Anthony’s reading comprehension went from the bottom 1% to above average and his grades rose to all A’s and B’s. Today, Anthony is a scholarship student at one of the private high schools in the United States.

Case Study 3: Casey

Casey started coming to us in 4th grade for help with emotional regulation, social interactions and persistence with difficult tasks as well as struggles keeping up in school. Casey also had a diagnosis of ADHD. Before starting with Axiom, Casey found it a major challenge to navigate new situations. She would give up very quickly on anything that felt difficult – ESPECIALLY math. Casey often refused to do homework and withdrew from situations leaving her very behind in school. After working with Axiom for 6 months using both our Executive Functioning and LEAP 3.0 programs, Casey went from surviving to thriving. Her mother noticed that Casey became more focused and aware of her potential. Casey learned to control her impulses and pay attention to subtle social cues, which allowed her to play and cooperate with others. While previously, she would get upset whenever math was mentioned, Casey now not only practices her number sense and takes pride in her work, but is now able to complete academic homework for all subjects for the first time in her life while also maintaining positive social relationships with peers.

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