Abstract
This participatory action research project was conducted to better understand the impact of ADHD coaching on the experiences of two college students with ADHD. Both students were coached individually for eight weeks on Zoom. Pre and post coaching surveys were conducted to assess motivation for coaching and takeaways from coaching thereafter. Questionnaires were administered to identify students’ strengths and weaknesses with executive functioning and, as a form of ongoing support, accountability check-ins were provided in between weekly sessions. After two months of coaching, results revealed that both students changed their negative mindset about themselves, became more confident and self-regulated learners, and learned new tools to implement on their own for their future.
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