Get organized. Get unstuck. Thrive in high school, college, and beyond.

I’m an executive function coach for boys and young men with ADHD and organizational challenges. My students build better habits, take control of their schoolwork, reduce stress, and find academic success.

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Paul Foreman, MAT

Smart, capable students often struggle not because they can’t do the work, but because they don’t have the systems, habits, or focus to follow through. That’s where I come in.

I’ve been an educator for 20 years, serving as an executive function coach, classroom teacher, and college mentor.

I work 1-on-1 with boys and young men to get organized, stay on track, and achieve the grades, confidence, and college admissions they’re capable of.

Is this your student?

He’s smart but constantly falling behind on assignments.

You’re tired of nagging, reminding, and chasing deadlines.

Procrastination, overwhelm, or distractions are holding him back.

College is approaching, and you’re worried about preparedness.

Together, we can:

  • Create simple systems to track assignments, deadlines, and responsibilities

  • Break big projects into manageable steps

  • Build routines that stick and reduce stress

  • Increase independence so parents aren’t constantly managing schoolwork

  • Stay on track for success in high school and college

This isn’t just tutoring.

It’s a game-changing approach to getting school under control.

“Paul worked with our son and made writing feel less stressful and a lot more approachable. We could see Cal’s confidence grow each day.”
— JD, parent
Book a Free 20-Minute Consultation

How it Works:

  • We start with a free 20-minute call to understand what’s going on—academically, organizationally, and emotionally. You’ll share what you’ve tried, what’s working, and where things feel stuck. I’ll ask targeted questions to get a clear picture of your student’s needs. The goal here is to find out if this is a “just right fit.“

  • Once we decide to move forward, I guide your family through a structured onboarding process so we can start with clarity and direction. This includes:

    • Reviewing any relevant materials (IEPs, 504 plans, evaluations, or school feedback)

    • Gathering additional context from teachers or other professionals if helpful

    • Understanding your student’s current challenges, strengths, and goals

    • Setting a clear schedule, expectations, and communication plan for coaching

    This step ensures we’re aligned from the start—with a focused, personalized plan to help your student build momentum quickly.

  • This is where the real work happens. In weekly 1-on-1 sessions, we build systems, strengthen habits, and make steady academic progress. We can schedule one 50-minute meeting or two 25-minute meetings per week, as needed. Sessions are tailored to your student’s needs and may include:

    • Building and maintaining systems to track assignments, deadlines, and priorities

    • Breaking down large projects into clear, manageable steps

    • Getting schoolwork done together during sessions when needed

    • Developing routines for planning, focus, and follow-through

    • Identifying and addressing patterns like procrastination or avoidance

    Between sessions, I provide ongoing accountability and check-ins to keep students on track and moving forward.

    The goal is consistent progress, reduced stress, and a growing sense of ownership over their work.

  • Parents stay informed and supported without needing to micromanage. I maintain a shared document with ongoing notes and weekly updates, so you can check in on progress at any time.

    In addition, we meet twice each semester to review progress, address any concerns, and adjust the plan as needed.

    You’ll always know how things are going—while your student builds independence and takes increasing ownership of their work.

  • This is where the changes start to show. Students begin turning work in on time, staying organized, and following through without constant reminders.

    Systems become habits, and habits become consistency. Confidence builds as they see themselves succeeding.

    You’ll notice less stress at home—and more ownership, independence, and momentum from your student.

  • The goal isn’t long-term coaching—it’s independence. As students build consistent habits and reliable systems, we gradually step back support.

    They learn to manage their workload, stay organized, and follow through on their own.

    By the end, they don’t need coaching—they have the tools and confidence to succeed independently in high school, college, and beyond.