I work with students who feel overwhelmed by school.

I can help you take control so you can lower your stress and get higher grades.

Get help now. Gain lifelong skills.


Answers from real clients…

What were you feeling when you reached out to me initially?

  • Overwhelmed and stressed
  • Worried about possibly being kicked out of university and letting down my family
  • I was aware of what I was bad at, but I needed to have a more efficient system put in place
  • Angry at myself for getting into that position – I wanted to turn around what I had done and clean up the mess I was in
  • I had taken on a lot of extra-curriculars and was thinking about too much at once
  • It was very hard for me to remember everything that I had to do in a given day and so I was procrastinating with my school work and getting behind

What did we do together that has continued to be helpful in your life?

  • Laying out what I had to do each day, each week, and each month to stay on track
  • Learning how to identify my priorities and then set weekly goals
  • Creating a schedule that included school work, but also time for everything else (i.e. working out, hanging with friends)
  • Breaking down bigger projects and allocating time for each part so I wouldn’t get overwhelmed or procrastinate
  • Figuring out how and when (and who) to ask for help
  • Knowing that writing a plan makes me feel less anxious
  • Learning strategies to keep me focused and motivated
  • Understanding how my brain works (how I learn and remember stuff)

How would you describe the student I’m looking for? How would they be feeling?

  • I feel like there has to be a level of self-awareness or acceptance by the student – they have to want to change
  • They would be feeling upset, stuck, or like they were failing to organize life/school commitments

What is coaching NOT?

  • It isn’t tutoring or paper editing. It’s about developing habits, systems and skills that will support your overall school experience.

What to expect from coaching?

  • You will feel more in control – like you have a handle on everything you need to do, and a plan for how to do it.
  • Your weekly sessions with Kailea will give you more confidence and you’ll feel more motivated to do the stuff you need to do.
  • Honestly, your life will change. You’ll keep using the skills even after you are done with coaching.


You will:

Get organized as we develop effective systems that work for you

Learn to manage your time effectively so you can balance school and life

Feel motivated to do the things that need to get done

Achieve better grades and understand how YOU think and learn

Be less stressed, more confident and feel in control

Form useful lifelong habits to support your academic, personal and professional goals



Self-regulation skills, such as time management, planning and organization,
are strongly linked to academic performance, as well as overall well-being.

Why do university and college students need “self-regulation skills”?

  • Students need to balance and prioritize many tasks such as learning new information in class, preparing for papers and exams, and managing their social life. This requires sophisticated time management skills, typically beyond the demands of high school.
  • Students also need to “self-monitor” – meaning, make accurate judgments of what they do and do not know in preparation for exams. There is a common tendency to be overconfident in preparing for tests, making inaccurate self-estimations of knowledge. Students who learn to engage in monitoring and reflection (i.e. metacognition), and use repair strategies as needed, are set up for school success.

Ok, but can’t I just get free help at school?

  • Many students have found that when they meet with a school counselor seeking help with organization they leave with handouts that include tips and strategies they can try. However, the counselor does not implement the new strategies with them – resulting in a service gap. Students benefit from individualized support to implement self-regulation strategies, as these are complex skills to be learned, not information to be acquired.

Why now?

  • The demands of high school are markedly less rigorous than the demands of university. Not only are students trying to adapt to these higher demands, but they simultaneously are trying to adapt to having significantly more independence.
  • Research on development suggests that late adolescence, the age when most students begin post-secondary education, is precisely when students are most rapidly developing the area of the brain associated with self-regulatory functions.
  • The earlier an intervention occurs during a student’s post-secondary career, the greater the effects can be on their overall university experience.

Why one-on-one coaching?

  •  Best practice in teaching a complex skill (such as self-regulation) is to take an individualized approach. This is why we pay for private music lessons. Working with students one-on-one allows for differentiation of instruction to ensure the student’s unique needs are being understood and met, and also provides the opportunity for direct and immediate feedback.
  • Also, a one-on-one approach promotes the development of a relationship. Research suggests that a strong relationship with someone you are accountable to, and who will encourage you when you are feeling defeated, is a key factor leading to success when learning complex new skills.
  • The one-on-one experience is more likely to feel relevant and engaging to the student because it will be personalized to their needs, as compared to what they would experience if they attended a larger group presentation covering similar content.

Why do I need to work with you for a whole semester?

  •  I believe students need multiple opportunities to practice new skills in order to internalize them. Many researchers argue in favor of this instructional approach, as teaching a skill is an ongoing exercise and students must have frequent opportunities to practice while receiving immediate feedback.
  • With multiple sessions, scaffolding is possible – meaning I can gradually reduce my involvement and shift ownership of new skills to the student. The student can experience an increase in their feelings of competence and confidence in using the skills independently moving forward. I aim to act as a bridge between the high-level of support most students receive in high school, and the complete independence of adulthood.

Are you sure it will work if the sessions are virtual (i.e. Skype, Zoom, etc.) vs. in-person?

  • Working virtually allows me to see the student in their working environment. Seeing their space when designing the intervention allows me to make tailored recommendations that could easily be missed if we met somewhere else, and also facilitates experiential learning. For example, instead of talking about filling out a wall calendar, the student can actually do this during a virtual session and we can meaningfully discuss where in their room it should go for maximum effectiveness.

Gain control. Find ease. Breath a sigh of relief.