Case study
Eli’s Turnaround
From Chaos to Confidence
Meet the student
Student
Eli (Senior)
Parents
James and Elena
Challenge
ADHD, executive dysfunction, emotional burnout, over-reliance on tutors, academic chaos
Services Used
Executive function coaching, SAT prep, Calculus & STEM tutoring
Outcome
Sustained academic momentum, improved emotional regulation, stronger study systems, identity shift toward self-directed learning
“He’s not just getting help, he’s using help.
That’s a huge difference.”
— Wes Carroll
The Challenge
Eli had no shortage of support, but the results told a different story.
He had tutors for nearly every subject. Adults hovered around him like scaffolding around a fragile structure — propping him up, but never helping him build strength of his own. Assignments slipped through the cracks. Tests appeared without prep. School felt like a blur of catch-up, make-up, and let-downs.
Eli was bright, kind, and capable, but also burned out, overwhelmed, and emotionally frayed. ADHD clouded his focus. Stress lived in his body. And beneath it all, a quiet sense of shame began to take root: Why can’t I just do this?
His parents, James and Elena, were running out of moves. They didn’t want him to ace every test; they just wanted to stop feeling like his academic life might collapse the moment they looked away. They were exhausted from managing his academic life for him, and the problem felt like it was getting worse, not better.
If nothing changed, Eli would graduate without the tools to stand on his own. He’d carry his brilliance into adulthood, but not his independence. And life doesn’t come with tutors. All they wanted for Eli was to become an adult who had the skills he needed to thrive in life.
The problem wasn’t effort. It wasn’t content. It was ownership. And until Eli could find that for himself, all the support in the world wouldn’t be enough.
The Turning Point
James and Elena knew something had to change.
They came to WCTC not looking for “better tutoring,” but for a system overhaul; something that could help Eli build skills, not just finish assignments. We began with a full diagnostic look at what was (and wasn’t) working. The insight was clear: Eli needed fewer tutors, not more. He needed a team that could build his metacognition, not patch holes.
Executive function coaching began with Rora, while SAT prep with Wes created a shared goalpost that Eli could use to practice the skills that he developed with Rora. The team stayed involved for higher-level accountability and planning. Slowly but surely, the shift began.
“Everyone around Eli, including Eli himself, is eager to see his potential fully manifest. Now we have a path.” — Wes Carroll
The WCTC Approach
We didn’t just teach content. We rebuilt how Eli approached learning:
- Phase 1: Disorganized Promise (Nov 2023 – Jan 2024)
We reduced redundant support, addressed emotional fatigue, and moved toward strategic coaching. Rora helped Eli understand his needs and laid the foundations for emotional regulation, organization, and self-monitoring. - Phase 2: Structure & Systems (Feb – Jul 2024)
Eli began using flashcards, cheat sheets, and checklists. He learned to analyze the process, not just the results. Wes increased accountability and reframed SAT prep as high-performance training, not rescue. - Phase 3: Integration & Identity (Aug – Dec 2024)
With academic pressure rising, Eli learned to pause, reflect, and respond. Wes helped sharpen his calculus fluency while reinforcing planning and regulation strategies. - Phase 4: Closing Strong (Jan – May 2025)
Even when burnout peaked, Eli didn’t spiral. He calibrated. He prepared for a demanding calculus sequence and group capstone while sustaining emotional and academic balance.
Throughout, we moved from “What does Eli need help with?” to “What does Eli now know how to do on his own?”
The transformation
Before |
After |
| Overwhelmed and reactive | Strategic and proactive |
| Dependent on tutors | Driving his own learning |
| Avoided hard tasks | Broke them down and tackled them |
| Lacked confidence and identity | Built a resilient learner’s mindset |
Eli went from skipping prep to showing up early. From crisis cycles to calm follow-through. He managed medication, energy, and creative pursuits, without letting school slip.
This, in turn, improved his relationship with his parents as they no longer had to go through the difficult strain of managing Eli’s academic challenges. He’s now capable of handling them himself.
What Made the Difference
At WCTC, we do not merely deliver content; rather, we focus on reshaping how students interact with it. Eli’s growth wasn’t a result of more help. It was the result of learning how to use help.
We built internal tools: agency, stamina, reflection, and regulation. Eli turned scaffolding into strength. And perhaps most importantly, he began to see himself not as a kid needing rescue but as a student ready to lead.
Would We Recommend It?
“Thanks for all you’ve done. It’s amazing what you’ve done with him… He got into a really good college. None of that happens without you.
I don’t think he gets out of high school without you. So, thank you.”
— James and Elena, Eli’s parents.
Names and identifying details have been changed to protect the privacy of the student and family.
Let’s talk about your student
If you see a similar challenge in your student, reach out to us to talk about it. Every transformation starts with a conversation.
Wes Carroll
Cognitive coach and STEM tutor
(415) 937-1729
[email protected]
Available worldwide via videoconference
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