In the high-pressure world of graduate education, success depends on more than just subject mastery. It requires skills like time management, organization, and goal-setting. These cognitive abilities — also known as executive functioning skills — are a set of mental processes that help us plan, organize, regulate emotions, and achieve goals. They are critical for juggling coursework, research, and personal responsibilities. Individuals who are neurodivergent, such as those with ADHD, anxiety, or learning disabilities, may experience greater challenges with executive functioning compared to others. However, stress and overwhelm can significantly impair these skills in all students, regardless of diagnosis. Yet despite the growing demands, a lingering stigma around seeking help for executive functioning challenges often prevents students from accessing the support they need to thrive.
Last year, Adler University’s Office of Disability Services launched an innovative coaching initiative designed better educate and support students’ executive functioning. “It was through Adler that I found out about executive functioning,” said Caitlin Connaughton, a peer coach and student in the Doctor of Psychology in Clinical Psychology program. “There was a program where the University hired coaches outside of Adler to provide executive functioning coaching to students with accommodations who might have been struggling.”
Initially designed for students with accommodations, the coaching initiative was broadened to all students who may encounter difficulties managing their academic and personal responsibilities. Christena Gunther, assistant director of Disability Services, shared “I’ve heard from so many students, with and without accommodations, about the struggle of keeping up with classes, practicum and personal lives and meeting all of the demands and deadlines. It can often be personalized into assuming the individual student is “lazy” or “disorganized.” With support from executive functioning coaches and effective strategies, students can build stronger skills and navigate school and life with greater ease.
“Christena and I were discussing that there are students without accommodations in which the transition to graduate school and managing everything can be very overwhelming. Students who might not have accommodations could still really use some mentoring and executive functioning coaching, but we didn’t have the ability to provide professional coaches to everyone,” said Connaughton.
To make the model more sustainable and accessible, Adler University created a peer coaching program. Students who were interested in supporting their peers’ understanding of executive functioning were invited to be trained and compensated through the Federal Work Study program to serve as coaches.
Outreach efforts have helped build awareness and interest in the program. “We started through word of mouth and the Student Affairs newsletters; emailing and communicating with students about the ability to become an executive functioning coach for fellow students.” said Connaughton.
Peer coaches work with fellow students across disciplines on issues such as task prioritization, digital organization, and managing competing deadlines, while tailoring these strategies to fit each individual’s needs. Coaching sessions can be scheduled either in person or virtually, allowing greater flexibility for students with diverse schedules or those learning remotely.
Beyond offering immediate academic support, the initiative plays a broader role in shifting perceptions about executive functioning challenges.
“About 10 years ago, people didn’t really talk about executive functioning. So we’ve already advanced.” said Psy.D. student Joe Dolash, president of the Military Psychology Student Organization. Today, we are more aware of mental health issues, and conversations around this work have become more frequent and less stigmatized. By fostering peer support and open dialogue, the initiative is helping to normalize the need for strategies and support — an essential step toward a more inclusive and resilient academic community.
Adler University’s executive functioning coaching program represents a forward-thinking, student-centered approach that blends academic support, leadership development, and social-emotional learning. “It’s rewarding to see how this is positively impacting students. My hope is that faculty and staff realize we would benefit from these strategies and support, too!” said Gunther. As the program evolves, it stands as a model for how institutions can meet the complex needs of today’s graduate students while fostering resilience and a culture of peer-led empowerment.
“I feel like executive functioning is only going to become more and more mainstream.” said Dolash. “I just think it’s going to be exponentially increasing in importance. I think it’s going to be more-so looking into life coaching a little bit.”
The broader mental health landscape is also influencing how support services are structured in higher education. “It’s definitely moving towards that person-centered approach that is becoming really popular.” said Connaughton.
