Questions about coaching

Executive function coaching helps students understand and strengthen the skills involved in planning, organizing, beginning tasks, managing time, holding information in mind, shifting between demands, regulating emotion, monitoring progress, and following through. Coaching focuses on practical strategies, self-awareness, and increasingly independent use of skills.

No. Students may seek coaching because they have ADHD or another neurodivergent profile, but a formal diagnosis is not required. Coaching may be helpful whenever executive-function or school-life demands are interfering with daily functioning and the student is able to participate in a goal-oriented process.

No. Coaching is practical, collaborative, and goal-oriented. It helps students understand current challenges, build skills, test strategies, and move toward greater independence. It is not psychotherapy, clinical counseling, crisis intervention, medical care, or psychological or educational evaluation, and Bonnie does not diagnose or treat mental health conditions through coaching. Bonnie’s M.S.Ed. and experience as a licensed school counselor inform how she understands students, families, and school systems, but under the coaching agreement she is acting as a coach.

No. Tutoring teaches academic content. Coaching may help a student plan an assignment, begin work, communicate with a teacher, or develop a study routine, but the coach does not teach subject matter or complete academic work for the student.

Services are designed for children, teens, and college students. Fit depends on the student’s needs, readiness, and ability to participate—not age alone. Contact Bonnie to discuss whether coaching is appropriate for a particular student.

Sessions vary by age and goal. They may include conversation, games, movement, planning tools, visuals, role-play, task breakdown, communication practice, or troubleshooting a real-life challenge. Each session aims to end with a clear, manageable next step.

Weekly sessions are typical, especially at the beginning. Frequency may be adjusted as goals, schedules, and independence change.

There is no single timeline. Coaching should remain connected to meaningful goals and is reviewed periodically. Some students need support through a specific transition or challenge; others benefit from a longer period of skill-building. Coaching is not intended to continue indefinitely without a clear purpose.

A student does not have to arrive enthusiastic, and trust may take time. Coaching does require at least some willingness to talk, experiment, or identify what would make life easier. If a student is consistently unwilling to participate, Bonnie will discuss whether coaching is the right service or the right time.

Parents of minor clients receive appropriate general information about goals, skills, participation, broad progress, and ways to support learning. Bonnie does not generally provide a detailed account of everything the child says. Limits of privacy, including safety exceptions, are explained before coaching begins.

Parent involvement depends on the student’s age, goals, and the purpose of the meeting. Some sessions or portions of sessions may include a parent. Most individual sessions are designed to give the student room to develop trust, voice, and ownership.

The adult student remains the client. Payment does not automatically give a parent or sponsor access to private session information. The adult student decides what may be shared unless disclosure is required or permitted because of safety or legal obligations.

Yes, when collaboration is appropriate and the required written authorization is in place. Communication may involve a teacher, school counselor, therapist, evaluator, tutor, or other professional. The scope and expectations for collaboration are discussed in advance.

Coaching may help a student understand their needs, prepare questions, practice self-advocacy, or organize information for a school meeting. Coaching does not provide legal advice, conduct evaluations, determine eligibility, or guarantee accommodations or school decisions.

No. Coaching does not include diagnostic assessment. When an evaluation may be helpful, Bonnie can encourage the client or family to consult an appropriately qualified professional.

The initial consultation is offered at no cost and lasts 30 minutes. Individual coaching sessions are 1 hour and cost $125.00. Weekly meetings are typical. Sessions are offered virtually or in person at the Parker office. Payment is due at booking. Cancellations require 24 hours’ notice; late cancellations and no-shows are charged $50.00.

Coaching is billed directly to clients at the time of booking. Common Space Coaching does not represent that coaching is reimbursable by health insurance. Clients are responsible for confirming any possible benefits or reimbursement with their own plan or benefit provider.

Common Space Coaching is not a crisis or emergency service and messages are not monitored continuously. If a student may be in immediate danger or may harm themselves or another person, call 911 or go to the nearest emergency department rather than waiting for a coaching response.

Begin by scheduling an initial consultation. We will discuss what is happening, what has already been tried, what the student wants, and whether coaching appears to be a good fit. If we decide to move forward, you will receive the appropriate agreement and intake forms before the first session.