By: Tom White
Executive function skills are the foundation of a self-sufficient life, allowing for efficient time management, accurate assignment tracking, successful task initiation and completion, and much more. Individuals’ executive function skills are often tested in high school, requiring them to juggle early wake-ups, a heavier academic load than they were previously used to, various extracurricular activities, and additional social pressures. For kids with neurodiversity, succeeding in the classroom can be quite challenging but certainly not impossible.
Some indicators of executive function struggles include remembering assignments but failing to find the materials to complete them, starting and finishing tasks, time blindness, difficulties breaking large projects into smaller sections, procrastination, and forgetting/refusing to hand in homework. At school, supported by a team of educators and parents – the unsung heroes often filing for aid, time extensions, and exam assistance in their kids’ name – students seem to be set for success and do graduate – but that is largely because their deficiency in executive function skills was masked.
However, colleges offer a different dynamic, with guidance coming in the form of assistance provided only upon request. With support being a supplement and not a given, students who have graduated high school often find themselves flailing. What exacerbates the issue is the newly discovered sense of freedom, which makes adult temptations – drugs, sex, alcohol, uncontrolled screen time, and video games – much more appealing and accessible.
To help college kids navigate this transition without losing themselves in the endless possibilities and distractions on campus, Jared Kallen founded Action Pact Coaching in 1994. To achieve this, Jared combines a high level of accountability with a lighthearted and direct approach to rapport building.
The company’s services include a specific focus on executive function and critical writing. Driven by research that draws a connection between both, Jared’s mission is to increase the overall academic writing level by supporting college kids on their executive function journeys. “It’s all about aligning actions with the learned behaviors that control students’ brains,” stresses Jared, reflecting on his mission. “Especially in college, this ability to reflect and take ownership of actions plays a crucial role in helping students adapt to academic demands.”
While navigating education as a neurodivergent person is more daunting in college, Jared emphasizes that many structures in place address the needs of struggling students. Despite the help being available, higher education requires self-advocacy—finding out office working hours, extensive evaluations, and spending additional time and effort to gain accommodations. While these tasks are required for all, students with poor executive function skills may see them as a hurdle difficult to overcome.
The overall rate of students reporting their disability to the office hovers at 37%, including 15% of those with ADD or ADHD, 3% of those with autism, and up to 90% of those with dyslexia. According to research, about 33% of autistic teens who had IEPs enroll in college or vocational programs, but their graduation rates – in part due to self-advocacy struggles that lead to not receiving the necessary support – are significantly lower than other students. In fact, a study by the National Autism Indicators Report showcased that only 34% of college students complete their degree within six years, compared to 60% of neurotypical students.
Addressing this considerable challenge, Jared’s strategy begins with students applying to the disability office. The next steps involve students uploading their syllabi and calendar on a centralized cloud platform, 1-hour-long meetings once per week, and – most importantly – daily contact. While the online tracking of assignments and personal schedules helps students make informed decisions – from skipping a frat party on a Tuesday night to forcing themselves to attend office hours early on a Friday morning – regular Zoom meetings are a time and space for prioritizing assignments and locking in the next steps.
He illustrates the value of constant connection by alluding to a story of his client, a Harvard Math student:
On a Wednesday, he messaged me saying he had just spent five hours studying for his Friday test. Next Tuesday, after receiving the results, he texted me to announce the sad news: he got an F. “In situations like these, I work with students to analyze their approach to studying and identify areas for improvement,” Jared shares. “There are often opportunities to make adjustments and find ways to overcome setbacks.”
While all-encompassing, Jared focuses on refining youth’s critical writing skills. This dedication is not coincidental, with students relentlessly refusing to read assigned books and analyze provided materials. The consequences of this trend are two-fold. It diminishes the amount of solid, detail-oriented, insightful works that focus not only on a topic’s premise but also its nuanced, psychological interpretations. This results in a lower overall level of college writing. To shift the landscape, Jared requires students to provide him with a writing prompt once it has been assigned, refreshes his knowledge on the subject, and suggests potential edits while allowing the autonomy of college kids to make final decisions for themselves.
Though his process is not a quick fix, Jared’s contracts are tailored to the requirements of the student, and they truly address the needs and challenges of neurodiverse students. “Improving executive function and critical writing skills takes time and effort, and progress depends on the student’s dedication to the process,” shares Jared. “Our approach focuses on creating a supportive environment where students can learn and grow at their own pace.” By developing these skills, students can potentially enhance their academic performance and build a foundation for future success. “It’s about more than passing exams and handing in assignments; it’s about fostering growth and equipping students with tools for long-term development.”
Published by: Annie P.
