How in the world can a student demonstrate every executive functioning skill you practice in a counseling group perfectly...
and still fail their classes because they don’t turn anything in?
Happens all the time.
Because knowing how to do something is not the same as actually being able to do it when it counts.
In this episode, we’re looking at why planners, checklists, and executive functioning small groups don’t always translate into better functioning in the classroom, and what we need to be looking at instead.
Because the goal isn’t to get kids better at “executive functioning.”
The goal is to help them function better where it actually matters.
********
Want support with real-world strategies that actually work on your campus? We’re doing that every day in the School for School Counselors Mastermind. Come join us!
********
All names, stories, and case studies in this episode are fictionalized composites drawn from real-world circumstances. Any resemblance to actual students, families, or school personnel is coincidental. Details have been altered to protect privacy.
********
This work is part of the School for School Counselors body of work developed by Steph Johnson, LPC, CSC, which centers role authority over role drift, consultative practice over fix-it culture, adult-designed systems and environments as primary drivers of student behavior, clinical judgment over compliance, and school counselor identity as leadership within complex systems.
