Expert Support for Neurodivergent Teens and Adults

Executive function coaching helps students build practical skills such as managing their time, staying organized, working independently, and planning ahead; it also helps by improving a student’s self-regulation and self-advocacy. Tutoring focuses directly on academic content in a specific subject. Some students benefit from one, while others benefit from both. BES helps families identify which type of support best matches the student’s current needs.

Yes. BES works with neurodivergent teens and adults, including those with ADHD, Autism, and Specific Learning Disorders in Reading, Math, and Written Language, as well as students with co-occurring mental health issues, such as anxiety and depression. Support is individualized around the person’s strengths, challenges, stage of life, and goals. Depending on the individual, those services may include executive function coaching, academic support, college preparation and planning, test prep, or educational advocacy.

Yes. Preparing for college with a neurodivergent student requires parents to be knowledgeable about the type and level of support their student will need to be successful in college as well as an awareness of the types of support that a particular college can offer. BES has done the research and can provide families with this data for each college on the student’s list. It is also important that a neurodivergent student not “reach” too high when selecting colleges. Even though a student might have a high school GPA of 4.0 and be academically prepared for the rigor of a more selective college, an important question to ask is whether they will have the executive function skills to keep up with their work and create their own structure?

The earlier in high school families start preparing, the more likely the student will be college ready in their senior year. Preparing for college is not the same as planning for college. One area of preparation involves fostering independence and developing self-advocacy skills. Students are considered adults once they are in college and they need to be able to manage their day-to-day lives. The earlier your teen starts doing more independently, the more likely they are to have a successful outcome. BES takes this preparation seriously, and when we begin working with a student in 9th grade, the student has more time to learn the necessary skills. BES makes recommendations for summer programs, high school course selections, and extracurricular activities to allow students to be exposed to new experiences. The actual college planning begins at the beginning of 11th grade, when the student has matured enough to take the process seriously and get involved in researching and visiting colleges.

Early preparation creates time to assess college readiness, understand support needs, and strengthen executive function and life skills. BES can guide families through the preparation and planning process, so that the student has the best chance at a successful college experience

Yes. BES provides SAT and ACT test preparation designed to meet students where they are, including students with learning differences. One-on-one test prep helps the student zero in on what they need to learn, rather than being in a group that might not spend as much time on the specific topics relevant to the student. The goal is to combine content review with practical strategies so students can approach the test with greater structure, confidence, and clarity.

Yes. BES offers special education advocacy for families who need help navigating their child’s K12 special education services. Often, parents are frustrated by the lack of attention they are able to get for their child, and having an advocate helps the school take the process more seriously. The goal is to help the school recognize that the evidence presented, typically a neuropsychological report or medical doctor’s prescription, shows the student’s clear, undisputed need for services for their diagnosis or condition. If a school cannot serve the student’s needs, then the advocate can discuss an out-of-district placement at a school that can meet the student’s needs.