Many of the students I work with are neurodivergent learners — ADHD, AuDHD, Autism (ASD), or Twice Exceptional. They often bring incredible strengths — creativity, deep thinking, originality, and passion — along with unique processing styles, high sensitivity, and executive function challenges that can make college feel overwhelming at times.

Coaching offers structured, neurodiversity‑affirming support that works with your brain — not against it — which can be especially powerful for students who have spent years trying to fit into systems that weren’t designed for them. Together, we build personalized strategies and sustainable systems that support organization, time management, emotional regulation, and self‑advocacy. We also thoughtfully determine whether additional supports may be beneficial— such as academic accommodations, campus resources, therapy, or other services — so that you have a comprehensive and well‑coordinated foundation in place— helping you feel more capable, confident, and in control of your college experience.

The first year of college is a major transition. Students are adjusting to life away from home, with shifting routines, unfamiliar social environments, managing their own schedules, and learning to juggle new academic expectations with increased independence. It can feel exciting and overwhelming all at once.

For first‑year students especially, coaching creates a strong foundation early on by providing steady, structured support during this adjustment period— helping you develop the skills, habits, and self‑trust needed not just to get through your first year, but to truly thrive throughout your college experience. Together, we build practical systems for managing assignments, planning ahead, problem solving, balancing responsibilities, and navigating challenges before they snowball. Instead of reacting to stress and situations, students learn how to approach college with greater clarity and confidence.

Your first year doesn’t have to feel like sink or swim. With the right support, it can be the start of something empowering. Let’s build a foundation that helps you thrive in college and beyond.

Being a student‑athlete comes with a unique level of commitment, discipline, and pressure. Balancing rigorous training schedules, travel, competition, and academic expectations can leave little room to pause, plan, or recover — especially for neurodivergent athletes navigating executive function demands, sensory load, or high sensitivity alongside performance expectations.

When demands begin to outweigh capacity, support matters. It can be the difference between simply surviving and truly thriving.

College coaching provides structured, individualized support to help student‑athletes manage competing responsibilities without burning out. Together, we build sustainable systems for organizing coursework, planning around travel, communicating proactively with professors, maintaining focus, and regulating stress during high‑pressure seasons.

As a former Division I college basketball player and professional athlete, I understand firsthand what it takes to perform at a high level. And as a former college basketball coach and student success coach, I also understand the academic and institutional perspective. This dual lens allows me to support student‑athletes with both empathy and strategy — helping you maintain academic stability, protect your well‑being, and perform with greater confidence on and off the field.

Returning to college after a leave of absence can bring a mix of motivation, uncertainty, and pressure. Whether time away was related to mental health, medical needs, burnout, a gap year, or personal circumstances, returning to academic life often requires more than just picking up where you left off.

College coaching provides the steady, structured support during this transition that can make all the difference. Together, we rebuild sustainable routines, strengthen executive function skills, clarify priorities, and develop a manageable re‑entry plan. With this foundation in place, we thoughtfully determine whether additional supports may be beneficial— such as academic accommodations, campus resources, therapy, or other services — so that you have a comprehensive and well‑coordinated foundation in place.

We also focus on restoring confidence, reducing overwhelm, and developing strategies for self‑advocacy and communication with professors or campus resources. Returning is not a setback — it’s an opportunity to move forward with greater self‑awareness and stronger systems in place. Coaching helps ensure that this next chapter feels intentional, supported, and sustainable.