Teachers across Middle Tennessee see the same pattern every fall. Bright students lose track of assignments, forget materials, and stall out once the bell rings. Many of these students live with attention deficit hyperactivity disorder (ADHD). The common thread is executive function challenges that block progress on school work. When families and schools teach children simple, repeatable skills, grades improve and stress falls for everyone at home.
Southeast Psych Nashville works with students in Nashville, Brentwood, and Franklin who struggle with executive functioning skills. We focus on practical tools that help a student plan organize, start and finish tasks, and manage time during a busy school day. The goal is steady gains that a student can carry from class to class and year to year.
What executive functions do in school
Executive functions are the brain skills that help a student decide what to do, when to do it, and how to keep going when the work gets hard. Key parts include working memory, time management, organization, task initiation, and self-monitoring. Students with ADHD often have uneven growth in these areas. That uneven growth shows up as missing homework, half-finished projects, and difficulty completing a task once the first burst of effort fades. Skill training changes the trajectory because it replaces guesswork with clear routines.
Classroom pain points you can fix now
Start here if a student begins to struggle with executive demands.
- Materials and backpack chaos
Create a simple system that travels from class to class. One color per subject. One folder per subject with “To Do” on the left and “Done” on the right. Add a two-minute closeout at the end of each period. Papers move before the student leaves the room. This protects working memory and cuts down on late papers. - Missing or late work
Post assignments in one predictable place and teach children to check it the same way every day. Pair the list with a short checklist: What is due, what resources are needed, how long will it take, when will I do it. Students with ADHD benefit from seeing the plan outside their head. - Long tasks that never finish
Break large projects into parts and set micro-deadlines. Ten minutes to outline, fifteen minutes to draft, five minutes to upload. Use visible timers so time management stops being a guess. Small wins build momentum and make completing a task more likely. - Transitions that derail focus
Use short routines to enter and exit work. Sit. Open the planner. Write the next action. Start the timer. End with a quick self-check: Did I do what I planned. Predictable steps reduce decision fatigue and help a student re-engage after interruptions.
Teach the core executive functioning skills
A student makes the fastest progress when instruction targets the right skills instead of just telling them to try harder.
Plan and prioritize
Teach a three-line daily plan. Must do, should do, could do. Limit the must list to one to three actions. Tie each action to the time and place it will happen. Students learn to plan organize their day and avoid overloaded to-do lists.
Time awareness
Many students with ADHD drift because minutes feel abstract. Use timers, visual countdowns, and time estimates before each task. Ask the student to predict the time, run the clock, then compare. This trains the internal clock and improves pacing.
Working memory supports
Externalize steps so the mind does not have to juggle them. Checklists, cue cards, and posted routines keep details out of short-term memory. Less juggling means more energy for the actual thinking in math, writing, and reading.
Organizational skills
Keep tools close and visible. Clear bins, labeled folders, and a launch pad for items that travel to and from school prevent small snags from becoming daily derails. Five minutes each afternoon to reset the system pays off the next morning.
Self-monitoring
Teach a short reflection at the end of the school day. What worked, what blocked me, what will I change tomorrow. One note per line is enough. The habit builds ownership without long lectures.
How families and schools can work together
Parents and teachers do best when the plan is simple and shared. Use the same planner template at home and at school. Agree on the folder colors and labels. Keep the daily plan to three action lines so the student does not drown in instructions. Meet briefly every two to three weeks to review what is working. If the student needs formal supports, consider a 504 plan or an IEP so accommodations match the student’s profile. A neuropsychological evaluation can clarify strengths and gaps if the path forward is unclear.
When to bring in a specialist
If a student continues to stall after basic supports are in place, or if the stress at home keeps rising, targeted intervention helps. Clinicians who understand ADHD and executive functions can coach specific routines, practice them in session, and coordinate with teachers. Many students need only a short block of sessions to lock in new habits and regain confidence. Others benefit from periodic tune-ups during heavy seasons like midterms or finals.
What progress looks like
Expect small wins at first. One finished assignment that used to sit incomplete. One week with no missing papers. One planner that stays accurate for five days. Progress often arrives as fewer evening battles and faster morning routines. Grades follow once the habits stabilize. The skills the student builds now will carry into middle school, high school, and college because the brain system behind them is the same.
Support in Nashville, Brentwood, and Franklin
Southeast Psych Nashville works with students who struggle with executive demands in real classrooms, with real schedules, and real pressure. We build plans that fit the way a student thinks, then we teach the plan until it sticks. In-person and telehealth options are available across Tennessee so help is easier to use during busy weeks.
Take the next step
Southeast Psych Nashville
5409 Maryland Way, Suite 202, Brentwood, TN 37027
Tel: 615-373-9955 | Fax: 615-373-2001
Serving Nashville, Brentwood, and Franklin with executive function coaching, ADHD therapy, and school collaboration. Call 615-373-9955 to schedule or visit the website to get started.
