Making Time Visual for Maya

Maya was often described by her teachers as being bright but inconsistent. She could understand a science lesson in class one day and then forget half of it by the time homework was due. At lunch, her friends would remind her about a quiz or a project, and she would promise she had it under control. But later that night, she would sit at her desk staring at a blank page, overwhelmed by how much she had to do and unable to start.

By grade 10, Maya was frustrated with herself. She thought she was lazy or careless. Her parents kept asking why she could focus for hours on drawing but not on algebra. Teachers said she needed to “apply herself,” which only made her feel worse. One day, her school counselor suggested she meet with an ADHD coach.

When Maya's family contacted us, we spent time listening to her carefully as she described forgetting assignments, losing track of time, and feeling stuck when tasks seemed complex. It was important to explain to her that these were not signs of laziness. Rather, they were common symptoms of executive dysfunction: difficulty with organization, time management, starting tasks, and regulating attention. Although undiagnosed, we pointed out that people with ADHD often hyperfocus on things they love, which is why Maya could draw for hours.

We then worked with Maya to built a system that fit her brain: a planner with color coding, task management using a calendar app, and a five-minute “start small” rule for homework. Maya also learnt to break large assignments into tiny steps and work in short bursts with breaks in between.

Within a few weeks, Maya was still imperfect, but she was no longer drowning. She began turning in more work, arriving more prepared, and feeling less ashamed. Her confidence soared as she realized that she wasn't lazy. She just needed different tools for her success.

(All names and references are changed to protect privacy.)