Although these two services share many similarities, they have different areas of emphasis.

ADHD/Executive Function Coaching focuses on helping clients understand and manage challenges associated with ADHD and executive functioning. These may include time management, planning, organization, task initiation, motivation, procrastination, prioritization, emotional regulation, accountability and habit formation. Coaching is tailored to the individual's strengths, challenges and goals.

Academic Strategist Coaching focuses on developing the skills and strategies needed to manage academic responsibilities more effectively. These may include planning assignments, preparing for exams, managing competing deadlines, developing effective study habits, taking notes, reading strategically and monitoring one's own learning.

Both services aim to strengthen executive functioning, develop self-awareness and build independence. The most appropriate service depends on the individual's needs and goals, rather than diagnosis alone.

If you are unsure which service is right for you, we encourage you to arrange a complimentary consultation with ACC. Post-secondary students seeking funding should also consult their institution's Accessibility Services office.

Coaching is a collaborative, goal-oriented process that helps people identify what they want to achieve, understand what may be getting in their way, and develop practical ways to move forward.

At ACC, a coach is a trained professional who works in partnership with clients to understand their individual strengths, challenges and goals. Together, they identify and implement practical skills, strategies and systems that support academic, professional and/or personal success. Where applicable, coaching also addresses the functional impacts of ADHD and executive functioning challenges.

Our approach emphasizes self-awareness, independence, confidence and the development of skills that clients can apply beyond their coaching sessions.

The goal is not to have clients depend on a coach indefinitely, but to help them become increasingly capable of managing their own responsibilities and making meaningful progress toward goals that matter to them.

We take a strength-based, neuro-affirming and non-judgmental approach to coaching.

We recognize that people learn, think, process information and approach challenges in different ways. Rather than focusing exclusively on difficulties, we help clients identify and build on their existing strengths while developing strategies for areas in which they would like additional support.

We meet clients where they are, recognizing that progress is not always linear. Our coaches work collaboratively with each client, respecting their individual experiences, priorities and goals.

We aim to create a supportive environment in which clients can ask questions, experiment with new approaches, learn from setbacks and build confidence without fear of judgment.

Tutoring and coaching serve different purposes, and some students benefit from both.

Tutoring focuses on subject-matter knowledge. A tutor helps a student understand specific course content, such as organic chemistry, calculus or economics.

Coaching focuses on how a student approaches learning and manages responsibilities. At ACC, we help clients develop strategies for planning, studying, organizing information, managing time, preparing for assessments and evaluating whether their learning approaches are effective.

An important part of this process is metacognition: the ability to think about, monitor and evaluate one's own thinking and learning. Clients learn to recognize what is working, identify what is not, and adjust their approach accordingly.

ACC coaches do not teach or re-teach course content. When a client needs help understanding specific material, we encourage them to consult their professor, instructor, teaching assistant, tutorial or a subject-specific tutor.

Coaching may benefit elementary, high school, post-secondary students and also adults who want support with academic demands, executive functioning or personal and professional goals.

Clients may be managing ADHD-related challenges, struggling to get started on tasks, feeling overwhelmed by competing responsibilities, having difficulty keeping track of deadlines, or finding that the strategies they have used in the past are no longer effective.

You do not need to be failing or in crisis to benefit from coaching. Some clients want help addressing ongoing challenges, while others want to strengthen existing skills, manage increasing demands and become more effective and independent.

The key is a willingness to participate, explore new strategies and work toward personally meaningful goals.

No. ADHD coaching at ACC is a non-diagnostic, coaching-based service. Our coaches do not diagnose ADHD or replace the role of qualified health professionals.

Coaching focuses on practical strategies, skill development, self-awareness and the management of everyday challenges associated with executive functioning.

If you need an assessment, diagnosis, medication advice or mental health treatment, please consult an appropriately qualified health professional. Coaching may complement other forms of support when appropriate.

The first step is to contact ACC by email or telephone to arrange a complimentary 15-minute consultation.

During this conversation, we can:

• Answer your questions about coaching and our services.
• Discuss your needs and goals and determine whether our services may be a good fit.
• Explain what a typical coaching session looks like.
• Review the onboarding process, scheduling and payment arrangements.
• Discuss availability and the next steps.

We also want to ensure that coaching is something the prospective client is willing to engage in. A parent, family member or other supporter may initiate the inquiry, but meaningful coaching requires the client's own participation and willingness to work toward change.

Where appropriate, the client and prospective coach can also meet to determine whether they feel comfortable working together.

The first coaching session lays the foundation for a productive coaching relationship.

Together, the coach and client identify meaningful goals using the SMART framework: goals that are Specific, Measurable, Achievable, Relevant and Time-bound. These goals provide direction and help both the client and coach evaluate whether coaching is moving in the right direction.

The first session is also an opportunity to clarify what coaching is—and what it is not. This is particularly important when a parent or other supporter initiated the initial inquiry. The coach explains their role, the client's role and what a collaborative coaching relationship looks like.

Building trust and rapport takes time. We want clients to feel comfortable asking questions, discussing challenges honestly and experimenting with new strategies without fear of judgment.

Goals are revisited at intervals agreed upon with the client. Progress is evaluated collaboratively, and strategies or goals are adjusted as needed. Sometimes, a goal needs to be broken into smaller, more manageable steps before a client is ready to tackle the larger objective.

This is not a setback. It is an opportunity to build confidence, experience success and establish a stronger foundation for future growth.

Our aim is to help clients develop practical skills, recognize their progress and become increasingly independent in managing their own responsibilities.

Parents are often the reason a student first connects with ACC, and we recognize the care and concern that bring families to us.

Many parents have spent years acting as their child's external memory, reminder system, organizer and source of accountability. Stepping back can feel difficult, particularly when they worry about their child's academic progress or future success.

Coaching offers an opportunity to gradually shift this dynamic. The coach works directly with the client to build skills, explore challenges, establish goals and develop greater independence.

We ask parents to trust the coaching process and allow the coach and client to develop their working relationship. This means allowing the student to speak for themselves, participate in setting their goals and take ownership of their next steps, while the coach guides the sessions.

Stepping back does not mean stepping away. Parents can continue to offer encouragement and support while allowing their child the space to practise new skills, make decisions and build confidence.

Our goal is to help students develop the skills and independence they need to manage their responsibilities—not to replace a parent's reminders with a coach's reminders.

When parents, clients and coaches work together toward greater independence, coaching has the strongest foundation for success.

Once we have confirmed that coaching is a suitable option and a place is available, ACC will send the required onboarding documents. These generally include:

• A coaching services agreement (contract).
• A client consultation form.
• An informal, non-diagnostic ADHD questionnaire, where applicable.
• An invoice for the first month of coaching.

All required documentation must be completed, and payment arrangements fulfilled in accordance with the agreement, before the first coaching session.

Please complete the onboarding process promptly. ACC often has a waitlist, and we cannot hold a coaching spot indefinitely while required documents or payment remain outstanding. If onboarding is not completed by the stated deadline, the available spot may be offered to another prospective client.

Yes. We welcome inquiries from people who are interested in coaching, even when our current availability is limited.

Many students continue coaching with ACC from one academic term to the next. We also welcome new clients as spaces become available.

Because demand can be high, we recommend contacting us approximately one month before the start of an academic term whenever possible.

When a spot becomes available, we will contact prospective clients as appropriate. To keep the process fair to everyone waiting, a spot cannot be held indefinitely. If a prospective client does not complete the required onboarding documentation and payment arrangements by the specified deadline, the spot may be released to the next person on the waitlist.

Joining the waitlist does not guarantee a particular start date or coach.

ACC is happy to provide a quote for coaching services to support a funding application.

First, contact your institution's Accessibility Services office or Financial Aid consultant to determine which type of support you may be eligible to request. Depending on your circumstances, you may be applying for ADHD/Executive Function Coaching or Academic Strategist Coaching.

You may be eligible to apply for provincial funding, federal funding, or both. Eligibility and funding requirements vary, so it is important to confirm the applicable requirements with your institution.

A diagnosis of ADHD does not necessarily mean that ADHD coaching is the only available option. Some students with ADHD may qualify for Academic Strategist funding, depending on their needs and their institution's requirements.

Once you know which type of coaching you are applying for, contact ACC with the details of the quote you require. We will provide the relevant service description and pricing information.

ACC invoices for coaching sessions one month in advance. For example, November coaching is generally invoiced on October 30 or 31, with payment due upon receipt of the invoice.

A receipt is provided once payment has been received.

At present, ACC accepts payment by electronic money transfer (e-transfer).

Students applying for the federal or provincial funding programs available to them, including the Bursary for Students with Disabilities (BSWD) and/or Canada Student Grant (CSG) where applicable, remain responsible for payment under the signed coaching agreement while their applications are being considered.

If you choose to begin coaching before your funding decision is received, you must be prepared to pay for coaching as agreed, even if funding is delayed or declined. A pending application does not automatically remove your payment obligations.

ACC is also planning to introduce a credit-card-on-file arrangement to help manage outstanding balances in accordance with the signed agreement and applicable payment terms.

A credit card will not be charged when payment has already been received. If an invoice remains unpaid, ACC may use the authorized payment method to recover an outstanding amount in accordance with the signed agreement and applicable payment terms.

Any applicable cancellation or missed-session fee is clearly identified in the agreement. It informs the client about the circumstances in which a charge may be made before they authorize the payment arrangement.

If you have questions about payment or funding, please raise them with us before coaching begins.

We understand that unexpected circumstances arise. At the same time, ACC coaches reserve specific appointment times for their clients, and late cancellations or missed appointments can mean that the coach is unable to offer that time to someone else.

Clients are expected to provide a minimum of 24 hours' notice to cancel or reschedule a session, in accordance with the coaching agreement. A missed session or cancellation with insufficient notice may be charged at the agreed session rate, subject to the terms of the agreement and any applicable exceptions.

Clients remain responsible for attending their scheduled sessions or providing the required notice, regardless of whether they have read or responded to a reminder.

We ask clients to review the cancellation policy before coaching begins and to contact their coach as soon as possible if an unexpected situation arises.

The duration of coaching depends on the client's needs, goals and circumstances.

For post-secondary students, coaching is typically arranged for one academic term. For high school students, the arrangement generally covers one semester. Coaching may be renewed by mutual agreement if further support would be beneficial.

For working professionals and adults managing other responsibilities, the duration is based on the goals identified at the outset. Some clients work toward a specific goal over a shorter period, while others benefit from support as they develop and consolidate new skills.

Coaching is not intended to create unnecessary dependence. We want clients to develop practical skills and systems they can continue using independently.

Choosing to work with a coach is an important decision, and it is reasonable to assess whether the arrangement meets your needs.

ACC requires a minimum initial commitment of one month of coaching, as outlined in the coaching agreement. The initial month is non-refundable under our stated policy.

Developing new skills and establishing effective routines takes time, so meaningful progress may not be immediate. However, coaching should remain a collaborative process in which clients can discuss their concerns, goals and experience openly.

After the initial month, clients must provide two weeks' written notice to discontinue coaching, in accordance with the coaching agreement. We encourage clients to discuss any concerns with their coach before making a final decision, as adjustments to goals or strategies may help.

ACC provides coaching remotely. Sessions are conducted online, allowing clients to meet with their coach from their home or another suitable, private location.

Clients need a reliable internet connection and a device that supports video conferencing. We recommend finding a space where you can speak comfortably and confidentially.

Session frequency depends on the client's needs, goals, availability and coaching arrangement. The schedule is discussed during the consultation and agreed upon before coaching begins.

Regular sessions can provide structure, opportunities to review progress and a consistent time to work through challenges, practise strategies and plan next steps.

The goal is to establish a rhythm that supports meaningful progress while helping clients develop the ability to manage their responsibilities independently between sessions.

Each session is shaped by the client's priorities and current needs.

A session is typically one hour in duration, held on the same day and time each week and may involve reviewing progress toward goals, identifying obstacles, developing a plan for upcoming deadlines, refining time-management systems, experimenting with study strategies or reflecting on what has and has not worked.

Coaches help clients break larger tasks into manageable steps, consider alternative approaches, strategies and supports and identify realistic actions to take before the next session.

The client remains an active participant in the process. The coach provides guidance, structure and accountability, but the client takes ownership of decisions and actions.

Coaches may also provide targeted, one-to-one instruction on topics relevant to the client's goals and challenges. ACC has developed educational slide decks that introduce key concepts, present relevant research and explore practical strategies related to themes that arise during coaching sessions. These resources serve as a springboard for meaningful discussion, collaborative learning and the application of evidence-informed strategies to the client's individual circumstances.

Coaching begins with goals that are meaningful to the client. These goals provide a reference point for evaluating progress and determining whether the strategies being used are effective.

At intervals agreed upon with the client, the coach and client revisit the goals, discuss what is working and identify any barriers that remain.

Progress does not always happen in a straight line. Sometimes, a strategy needs to be adjusted or a larger goal needs to be broken into smaller steps. These adjustments allow clients to build confidence, develop skills and establish sustainable habits.

Success is not measured only by grades or completed tasks. It may also include greater self-awareness, improved planning, increased confidence, reduced reliance on external reminders and a stronger ability to manage responsibilities independently.

Coaching is a collaborative process. The coach provides guidance, structure, strategies and accountability, while the client actively participates in setting goals, exploring challenges and putting agreed-upon strategies into practice.

Clients are encouraged to communicate openly, attend scheduled sessions, reflect on their progress and try the strategies discussed between sessions.

There will be times when a strategy does not work as expected or when life becomes overwhelming. These experiences are part of the learning process. What matters is a willingness to reflect, adjust and continue working toward meaningful goals.

The aim is not perfection. It is progress, skill development and increasing independence.

ACC respects client privacy and handles personal information in accordance with its applicable privacy practices and legal obligations.

Clients can expect their coaching conversations to be treated respectfully and confidentially, subject to applicable legal requirements and any relevant safety-related exceptions.

Where a parent or other supporter is involved in payment or communication, the arrangements for sharing information should be clarified at the outset. Payment for coaching does not, by itself, mean that a parent or significant other is entitled to all details of an adult client's sessions.

For elementary and high school clients, privacy and parent involvement are handled with appropriate consideration for the client's age, consent, safety and applicable legal requirements.

Please contact ACC if you have questions about confidentiality or how client information is handled.

We understand that choosing a coach involves more than reviewing a list of services. You may have questions about your circumstances, the type of coaching you need, funding, scheduling or whether coaching is the right next step.

Please contact Academic Coaching Canada to arrange a complimentary 15-minute consultation. We will be happy to discuss your questions and help you determine whether our services may be a good fit.

Academic Coaching Canada — helping clients build skills, confidence and independence, one step at a time.