Young Adult & Neurodiversity Transitions

Many young adults experience a "crash" in college or their first job, even if they were top students in high school. This is often due to the removal of "external scaffolding" (parents and teachers) that compensated for executive functioning delays.

We focus on building internal scaffolding. Instead of just "trying harder," we develop systems for task initiation, time-blindness management, and energy mapping that work with a neurodivergent brain's reward system.

In the K-12 system, the school is responsible for finding and supporting the student. In college, the legal framework shifts to the Americans with Disabilities Act (ADA), where the student must self-identify and request support.

Your high school 504 or IEP does not automatically follow you. We help young adults compile their documentation and practice "The Pitch"—learning how to explain their needs to a college's Office of Disability Services confidently and effectively.

For neurodivergent young adults, the hardest part of any task isn't the work itself—it's the "activation energy" required to start. We teach the 10-Minute Launch to break the cycle of procrastination and shame.

By committing to only 10 minutes, you lower the brain's "threat response" to a daunting task. Once the timer goes off, the dopamine hit of starting usually provides the momentum to continue, but the "permission to stop" stays in place to reduce anxiety.

Graduation is often treated as a finish line, but for many, it's the start of an identity crisis. The transition from "Student-Athlete" to "Young Professional" can feel like losing your map in the middle of a forest.

We help young adults find their "Silver Lining" by decoupling their self-worth from their GPA or jersey number. We focus on values-based goal setting to ensure the next chapter is built on what truly matters to them, not just what they think they should be doing.