Jaxon: From Shutdown to Self-Belief
ADHD SUPPORT
FAMILY RELIEF
EMOTIONAL REGULATION
GROWING CONFIDENCE
Their Story
When Jaxon’s parents first reached out, they were exhausted and overwhelmed. Their bright, creative son had been diagnosed with ADHD and was struggling with anxiety. Schoolwork had become a daily battle. He was failing most of his classes and often shut down completely when it was time to begin. Evenings ended in tears or arguments, and despite trying tutors, therapy, and constant reminders, nothing seemed to help. As his parents described it, they were trying everything and getting nowhere.
The Change
After their first call with Aliza, they said it felt like they could finally breathe. Rather than focusing on short-term fixes, Aliza worked with Jaxon to build executive functioning skills that supported how his brain actually worked. Together, they focused on planning, task initiation, managing distractions, and working through perfectionism. As these systems took shape, Jaxon began to feel more capable and more in control.
Over time, the changes became noticeable both academically and emotionally.
Jaxon began earning A’s and B’s and taking pride in his accomplishments. More importantly, his confidence grew. He no longer avoided work or shut down when things felt hard. He trusted himself again.
At home, the shift was just as meaningful.
The constant tension eased. Arguments became rare. “We hardly fight anymore,” his parents shared. “He’s calmer, happier, and proud of himself again.”
“After our first call with Aliza, it felt like we could finally breathe.”
parent of Jaxon, Farmington, CT
Names and identifying details have been changed to protect student privacy.
Ella: Finding Her Balance
ANXIETY
HEALTHY ROUTINES
ACADEMIC CONFIDENCE
EMOTIONAL BALANCE
Their Story
During the height of remote learning, Ella, a capable and high-achieving student, began to lose focus and motivation. As assignments piled up, her anxiety grew, and the pressure to keep up left her feeling drained and overwhelmed. Once an A student, she struggled to stay organized and began to doubt herself. Her parents watched her grades slip and her frustration intensify, unsure how to support her without adding to the stress.
The Change
With Aliza’s steady support, Ella began to regain her footing. Together, they built structure, realistic routines, and practical strategies that eased her anxiety and brought a sense of calm back to her days. As Ella felt more in control, her motivation returned. Her grades improved, and her confidence followed.
Her mom shared, “Her whole mood and focus improved once we brought Aliza on board. We cannot thank her enough.”
“Her whole mood and focus improved once we brought Aliza on board. We cannot thank her enough.”
parent of Ella, Wethersfield, CT
Maya: Trusting Herself
SELF-TRUST
GROWING CONFIDENCE
EMOTIONAL SAFETY
FEELING UNDERSTOOD
Their Story
Maya was bright, creative, and full of potential, but beneath her capable exterior, anxiety and self-doubt made school feel overwhelming. She struggled to stay focused and often second-guessed herself, convinced she wasn’t capable of keeping up. Her parents tried tutors and additional support, but nothing helped Maya rebuild confidence or trust in herself. “She just didn’t believe in herself anymore,” her mother shared.
The Change
From their very first session, Aliza and Maya connected. Aliza met Maya exactly where she was, building trust, structure, and self-belief through warmth and encouragement. Over time, Maya began to rediscover her confidence. She approached assignments calmly and with curiosity, replacing anxiety with steadiness as her natural joy for learning returned.
Her parents noticed the change immediately.
“Whenever my daughter had a session with Aliza, she was all smiles before and after,” her mother shared. “We could see the weight lifting off her.”
“Whenever my daughter had a session with Aliza, she was all smiles before and after. We could see the weight lifting off her.”
parent of Maya, West Hartford, CT
Alison: From Stuck to Steady
CONFIDENCE
ACADEMIC PROGRESS
CONSISTENT PROGRESS
EXECUTIVE FUNCTION SKILLS
Their Story
When Alison’s parents first contacted Aliza, their daughter, recently diagnosed with ADHD, was overwhelmed and discouraged. Once a capable student, Alison had begun to slip behind and lose motivation. Homework had turned into a nightly battle, and no matter how much support her parents offered, they felt helpless watching a child who wanted to succeed but did not know how to get unstuck.
The Change
Through consistent coaching, Aliza helped Alison rebuild structure and confidence.
Together, they developed systems for managing time, staying organized, and approaching assignments with purpose. Within weeks, Alison’s grades began to rise, and within three months, she had improved by three full letter grades.
But the change extended well beyond academics.
Her parents noticed a shift in Alison’s mood and confidence. She was happier, more self-assured, and evenings at home finally felt peaceful again. They describe Aliza as their family’s “shining star,” someone who lifted a tremendous weight off their shoulders and helped their daughter believe in herself again.
“Aliza Starr is our family’s shining star. She helped our daughter go from struggling to raising her grades by three letters within weeks and lifted a huge weight off our family.”
parent of Alison, Glastonbury, CT
Tyler: Learning that Clicked
CONFIDENCE
RESILIENCE
ADHD SUPPORT
STUDENT ENGAGEMENT
Their Story
Tyler was bright, curious, and quick-witted, but his ADHD made it difficult to stay focused and motivated.
His parents described a familiar pattern. He would start assignments with enthusiasm, only to quickly lose interest or momentum. Traditional tutoring had not worked. What Tyler needed was someone who could connect with him on a personal level and help learning feel meaningful again.
The Change
From the start, Aliza understood how to reach Tyler. She helped him break large tasks into smaller, achievable steps and guided him toward taking ownership of his work. Just as importantly, she built a genuine connection — one that motivated Tyler to show up, stay focused, and take pride in his progress.
Over time, school stopped feeling like a chore.
Tyler began approaching challenges with confidence and humor, often surprising his parents with how much he looked forward to his sessions. As his mom shared, “He has accepted you and trusts you and the process. His willingness to work with you has been a game-changer at school and at home.”
“My friend asked who Aliza was when she saw your name on my phone. I told her, ‘I really like her!’ She looked shocked. Most kids don’t like their tutors, coaches, or teachers. I wish you were my teacher for everything.”
parent of Tyler, Glastonbury, CT
Ethan: Build to Last, Skills that Grew with Him
INDEPENDENCE
LASTING SKILLS
STRONG SYSTEMS
LONG-TERM GROWTH
Their Story
Ethan began coaching with Aliza in middle school.
He was bright and capable, but easily overwhelmed by organization, planning, and follow-through—common challenges for students with ADHD. Deadlines slipped, assignments piled up, and frustration grew for everyone at home. His parents knew quick fixes were not the answer. They wanted Ethan to develop the structure and self-management skills that would support him well beyond middle school.
The Change
What began as short-term support evolved into a trusted, five-year coaching relationship.
Week by week, Aliza helped Ethan build routines for tracking assignments, planning ahead, and managing pressure. Over time, he learned not just how to complete tasks, but how to manage himself, adjusting when things changed and staying grounded when expectations increased.
By the time Ethan entered high school, he was using his systems independently.
He set reminders, stayed organized, and even began helping peers who were struggling. His parents credit Aliza’s steady presence with giving him both the tools and the mindset to thrive long term. “She was patient, motivating, and empowering,” his parent shared. “My son now has a toolbox of strategies he’ll carry with him throughout his academic journey.”
“Aliza worked with my son for five years — not because it took that long to see improvement, but because everything she did made such a difference. My son now has a toolbox of strategies he’ll carry with him throughout his academic journey.”
parent of Ethan, West Hartford, CT
Remy: Learning to Let It Be Enough
CONFIDENCE
PERFECTIONISM
EMOTIONAL REGULATION
HEALTH EXPECTATION
Their Story
On the surface, Remy was doing everything right.
She earned strong grades, followed the rules, and worked harder than most of her peers. But beneath that polished exterior, school felt exhausting. Every assignment carried pressure. Small mistakes felt devastating. If she couldn’t do something perfectly, she avoided starting altogether.
Her parents watched her anxiety grow.
Homework stretched late into the evening. Tears became frequent. And despite her success, Remy never felt proud of herself. “She was doing well,” her mom shared, “but she was miserable.”
The Change
Aliza helped Remy slow everything down.
Rather than pushing productivity, she focused on helping Remy understand her perfectionism and how it was fueling stress and avoidance. Together, they worked on planning realistically, breaking tasks into manageable steps, and learning how to tolerate discomfort without shutting down.
Over time, Remy learned that effort did not have to mean suffering.
She began approaching assignments with more flexibility, recovering more quickly from mistakes, and trusting herself to keep going even when things felt imperfect. School became manageable again, not because expectations disappeared, but because Sofia no longer carried them alone.
The change at home was just as meaningful.
“She’s calmer,” her mom shared. “She doesn’t spiral the way she used to. And for the first time, she believes that what she does is enough.
“She stopped chasing perfection and started trusting herself.”
parent of Remy, Glastonbury, CT
Interested?