FAQs

Frequently asked questions about our services.

Evoke offers customized, one-to-one learning support, coaching, and tutoring for all ages.

General FAQs

The first step is to schedule a complimentary phone consultation with a member of our team. During this call, we’ll learn more about the student’s needs, answer your questions, and explore how Evoke can help.

Following the consultation, we begin the intake process, which includes reviewing relevant background information and completing intake forms. From there, we work collaboratively with the family—and the student when appropriate—to develop a personalized service plan. This plan outlines the student’s academic and personal goals, recommended services, and our strategy for building skills and supporting progress. It also highlights the barriers that are currently interfering with the student’s ability to meet their goals, helping us to tailor our approach and interventions effectively.

Our goal is to ensure that services are tailored, targeted, and aligned with each learner’s unique profile.

No formal assessment is required to begin working with Evoke. However, we do ask families to complete intake questionnaires that help us understand the student’s learning profile, goals, and needs.

If a student does have an assessment, part of Evoke’s intake process is to review that documentation to gain an understanding of the student’s psychological processes (strengths and challenges) and how they may be affecting the student’s academic work.

For students who do not have a formal psychoeducational assessment, it’s important to have evidence of where their academic skills—particularly in reading, writing, and math—currently stand. Evoke recommends completing a reading, writing, or math skills assessment with us in these cases. Without a psychoeducational assessment, we do not have verified data about the student’s academic profile, and it’s not uncommon for bright students to compensate by using an area of strength to mask a significant gap. These skills assessments help us more accurately identify areas for support and ensure that the services provided are well targeted.

Evoke offers ADHD and executive function coaching, academic strategy, tutoring, and reading remediation services for all students, regardless of ability or aptitude. 

Evoke’s Academic and Writing Strategies program focuses on building core academic skills, study strategies, and writing development to support student success across subjects. The program emphasizes executive function skill development in the context of academic tasks, such as note-taking, reading comprehension, time management, and essay writing. Students learn how to study effectively, structure their work, use assistive technology, and become more independent, confident learners. This program is ideal for students who are looking to strengthen academic foundations and improve school performance, regardless of diagnosis.

In contrast, ADHD and Executive Function Coaching is specifically designed for students with ADHD or significant self-regulation challenges. While coaching also supports academic performance, its primary focus is on helping students manage the cognitive, behavioural, and emotional symptoms associated with ADHD and/or executive function impairment. Coaching integrates cognitive behavioural strategies and teaches students how to manage impulsivity, sustain focus, regulate emotions, and reduce procrastination. It also helps students develop a deeper understanding of how ADHD and/or executive function deficits affect their functioning and it equips them with personalized strategies for daily life.

  • Academic and Writing Strategies focuses on learning how to learn, developing academic and writing skills through research-informed instruction.
  • ADHD/Executive Function Coaching focuses on learning how to manage ADHD, self-regulation and other executive function challenges, with support extending beyond academics into daily functioning and emotional well-being.

Evoke works with a diverse range of students, from elementary through postsecondary and graduate school. Many of our clients are diagnosed with ADHD, learning disabilities, autism spectrum disorder (ASD), executive function challenges, anxiety, or other learning differences. Our services are tailored to meet the unique profile and needs of each learner and we specialize in working with neurodiverse learners.

We support students who are motivated to reach their academic potential and improve their performance. Whether they’re looking to build stronger executive function skills, adopt new learning strategies, or overcome academic struggles, our clients are individuals seeking meaningful progress. Evoke specializes in working with students who face academic challenges, are twice-exceptional (gifted with learning differences), or have ambitious academic goals.

Yes. Evoke offers services to support students (with or without disabilities) who are completing postsecondary education, including those studying at the graduate level.

In Ontario, for students eligible for the Ontario Student Assistance Program (OSAP), the Bursary for Students with Disabilities (BSWD) and the Canada Student Grant for Services and Equipment for Students with Permanent Disabilities (CSG-PDSE) help full- and part-time postsecondary students with the costs of their disability-related educational equipment and services such as coaching, academic strategy, and tutoring. 

To access funding or to determine eligibility, students should contact their college or university’s student financial services office or accessibility services advisor.

We understand that families may be hesitant about online learning, especially if their child struggled with virtual instruction during the COVID-19 pandemic. However, our approach is very different from a traditional online classroom.

Evoke specializes in working with students with ADHD and self-regulation challenges. We understand their learning profiles and tailor our services accordingly, using evidence-based best practices for online instruction. Our sessions are one-to-one, structured, interactive, and highly personalized. Many students with ADHD actually thrive in this format, which provides flexibility, consistency, and the comfort of learning from home.

Unlike passive, lecture-style virtual classes, our sessions are conversational and student-led. Students are encouraged to take ownership of their learning and actively participate in setting goals, solving problems, and reflecting on their progress. At Evoke, students co-create the agenda, which helps them stay engaged and invested. When students are invited into meaningful dialogue focused on their needs, many begin to thrive, even if they’ve had negative experiences with online learning in the past.

All sessions at Evoke are one-to-one. This personalized approach allows us to tailor each session to the student’s unique learning profile and needs, which we believe is the most effective way to support growth and skill development. Unlike many tutoring and coaching organizations, we design a customized service plan for every student, track student progress, and adjust our approach and support as needed to ensure the best possible outcomes.

Evoke does not provide services in a client’s home. We offer services remotely via videoconference platforms such as Zoom or Google. Our online services offer clients flexibly and access to high-quality instruction from practitioners across Canada, available at convenient times including before school, after school, evenings, and weekends. Our interactive sessions help students improve technical skills, utilize online resources, and stay organized—all essential for academic success. 

Students are not required to commit to our services until after the first two sessions. This trial allows students to experience the benefits of online learning, such as no travel requirements and a distraction-free environment, enhancing participation and focus. Our approach reduces fear of failure and boosts motivation by allowing easy access to engaging, interactive materials. Evoke’s method is particularly effective for students facing challenges with processing speed or reading and writing, integrating assistive technology into each session. 

Yes! Summer is the ideal time for students to strengthen their academic skills. With fewer school-year demands, students benefit from high-dosage, curriculum-linked tutoring, proven to accelerate learning and close academic gaps. Evoke’s individualized programs support students struggling with reading, writing, math, expressive language, and executive function, helping them review, relearn, and build critical skills for the year ahead.

Our programs also teach key executive function strategies such as time management, motivation, study skills, and reducing procrastination, which are essential for academic success. We support high school students who are taking summer courses and those who need more time or individualized instruction because of learning or processing challenges.

Studies demonstrate that time away from academic work can result in lost knowledge and skills, especially in math and reading. This loss, compounded over time, contributes to the achievement gap between students who require more time to process information and their peers. Students who undertake summer learning can master material they did not learn during the previous school year, develop a strong writing foundation, establish good work habits, cultivate essential skills and helpful learning strategies, prepare for next year’s curriculum, catch up, and learn at their own pace.

Evoke specializes in working with neurodivergent learners, including students with ADHD, learning disabilities, autism, and giftedness, using a strength-based approach that fosters independence and confidence.

Visible progress and measurable outcomes are important to us. Some programs, such as reading remediation, incorporate standardized assessments that can be used to track “before and after” skill levels. For programs where this kind of assessment is not possible, we use student and program goals and benchmarks to monitor progress. Evoke also provides weekly feedback forms that highlight each student’s progress, accomplishments, and areas of challenge.

The exception to this procedure is services that are delivered by certified and registered healthcare professionals, including social workers, occupational therapists, and psychotherapists. These practitioners are governed by their college’s code of ethics, standards of practice, and by-laws. They are required to uphold the privacy of clients/students by keeping all information confidential and complying with applicable provincial and federal privacy legislation. They are not permitted to disclose client/student information and are required to maintain confidentiality except in the following situations:

  1. If requested by law enforcement
  2. If ordered by a judge/court
  3. If another regulated health care professional has been sexually inappropriate with their client(s)
  4. If there is an immediate risk of harm to self or others
  5. If there is suspected abuse or neglect or a child needs protection
  6. If a regulatory college (i.e., The College of Registered Psychotherapists of Ontario) requests documents for quality assurance.
  7. The client/student has provided written consent.

When disclosure is required or requested, our licenced practitioners must inform clients/students about the scope of the information being disclosed and any possible consequences. If a client/student chooses not to share specific information, parents and caregivers are required by law to respect their confidentiality. 

Evoke operates seven days a week from approximately 7:30 am to 9 pm. All services are by appointment only and one-to-one. Evoke offers flexible session times, including day, evening, and weekend availability.

Evoke does not offer package deals. Rather, we invoice at the beginning of each month for the sessions that month. We require 48 (business) hours’ notice to reschedule a session and four hours’ notice in an emergency. Sessions cannot be cancelled and are nonrefundable, however they can be rescheduled with the appropriate notice.

Receipts are provided for services rendered by registered social workers, psychotherapists, and occupational therapists that can be used for private benefit plans. If a student has a formal diagnosis rendered by an accredited medical professional, such as a psychiatrist, psychologist, family doctor, or paediatrician, our services are income tax-deductible through the disability tax credit. More information on this can be found on the canada.ca website.

For students with autism, the Ontario Autism Program (OAP) funding may also cover some of our services, such as reading remediation and executive functioning coaching. The OAP offers support to families of children and youth under 18 on the autism spectrum. It is funded and administered by the Province of Ontario. More information on the program can be found here. 

The Bursary for Students with Disabilities program (BSWD) and the Canada Student Grant for Services and Equipment (CSG-PDSE), which are funded through the Ontario provincial and Canadian federal governments, assist students who are eligible for the Ontario Student Assistance Program (OSAP), who have a permanent disability and financial need, to meet their disability-related educational costs. More information can be found on the OSAP website.

Evoke is a centre that focuses on delivering programming informed by research-informed, peer-reviewed cognitive science. Our instructors include certified teachers, social workers, psychotherapists, learning strategists, and individuals with academic credentials in disciplines such as neuroscience, linguistics, psychology, communicative disorders, education, child and youth studies, cognitive science, and language studies. Our tutors are experts in their field of study.

ADHD Coaching 

Executive dysfunction is not universal among individuals with ADHD (Doyle, 2006; Willcutt et al., 2005); however, students with ADHD who do have executive function deficits have greater academic impairment than those who do not.

Some experts believe that the main cause of ADHD is a basic difficulty in controlling impulses. This includes struggling to stop an immediate thought or action, halt an ongoing action, and avoid getting distracted by unrelated things. Lack of control over impulses makes someone easily react to their surroundings or inner thoughts. This can lead to problems like getting easily distracted, forgetting things, not finishing tasks, and making careless mistakes. Tasks that are lengthy, multistep, or inherently challenging will be particularly vulnerable to disruption. Recent research provides evidence that individuals with ADHD have deficits in time tracking, which may make it more difficult for them to estimate how long a task will require or how much available time has already elapsed.

People with ADHD often have diminished sensitivity or responsiveness to reinforcement (rewards) and experience particular difficulty on tasks or activities that are inherently effortful or aversive and that provide little immediate gratification. This explains why delayed or deferred reinforcers, such as advanced educational degrees, job promotions, and accumulated savings toward large purchases appear to be less effective in motivating and sustaining effort toward those goals in individuals with ADHD.

ADHD coaching, while also targeting executive function challenges, takes a broader approach. It is specifically tailored to students with a diagnosis of ADHD and incorporates strategies to address common ADHD-related symptoms such as distractibility, impulsivity, emotional regulation difficulties, and low motivation. ADHD coaching often includes elements of psychoeducation and cognitive behavioural approaches to help students understand their diagnosis, manage symptoms, and build self-awareness.

Executive function coaching is designed to help students build practical skills in areas such as organization, time management, planning, and task initiation. It is suitable for any client—diagnosed or not—who struggles with executive functioning. The focus is on building strategies and systems that support academic success and independence.

In short, executive function coaching focuses on skill development, while ADHD coaching combines that with deeper support for managing the emotional, cognitive, and behavioural impacts of ADHD.

Evoke’s Academic and Writing Strategies Program focuses on building core academic skills, study strategies, and writing development to support student success across subjects. The program emphasizes executive function skill development in the context of academic tasks, such as note-taking, reading comprehension, time management, and essay writing. Students learn how to study effectively, structure their work, use assistive technology, and become more independent, confident learners. This program is ideal for students who are looking to strengthen academic foundations and improve school performance, regardless of diagnosis.

In contrast, ADHD and Executive Function Coaching is specifically designed for students with ADHD or significant self-regulation challenges. While coaching also supports academic performance, its primary focus is on helping students manage the cognitive, behavioural, and emotional symptoms associated with ADHD. Coaching integrates cognitive behavioural strategies and teaches students how to manage impulsivity, sustain focus, regulate emotions, and reduce procrastination. It also helps students develop a deeper understanding of how ADHD impacts their functioning and equips them with personalized strategies for daily life.

  • Academic and Writing Strategies focuses on learning how to learn, developing academic and writing skills through research-informed instruction.
  • ADHD/Executive Function Coaching focuses on learning how to manage ADHD and self-regulation challenges, with support extending beyond academics into daily functioning and emotional well-being.

The core objective of ADHD coaching is to bolster the individual’s capacity for planning, organizing, and task completion. Through this coaching, we aim to equip students with effective strategies, tools, and skills that improve self-management in both academic and personal spheres. Specifically, we:

  • Provide Tools: Offer essential resources to meet academic and personal aspirations
  • Offer Guidance and Management: Provide support in navigating academic pursuits and daily life
  • Deliver Instruction on Academic Skills: Deliver research-informed techniques and strategies for academic success
  • Address Challenges: Identify and address academic and emotional challenges stemming from ADHD/executive function deficits, assisting in finding solutions
  • Enhance Self-Awareness: Help students reflect on and identify barriers
  • Deepen ADHD Understanding: Aid students in understanding their ADHD symptoms and their effects, inside and outside the educational environment.

Participating in ADHD or executive function coaching can lead to:

  • Improved Organizational Skills: Develop better time management, organization, and planning capabilities.
  • Enhanced Academic Abilities: Experience stronger learning and study strategies.
  • Deeper Insight: Gain enhanced self-awareness and a comprehensive understanding of how ADHD influences both personal and academic aspects of life.
  • Boosted Confidence: Notice an increase in self-esteem and belief in one’s abilities.
  • Overcoming Delays: Learn effective strategies to manage and reduce procrastination.
  • Amplified Drive: Benefit from a renewed sense of motivation in various tasks and activities.

Yes, scientific research supports the effectiveness of executive function coaching, particularly for individuals with ADHD. A study by Dawson and Guare (2010) showed that executive skills coaching could lead to improved executive functioning, which subsequently affects academic and daily life performance. With ADHD coaching, individuals often experience:

  1. Improvement in Executive Function Skills: Multiple studies have shown that targeted interventions such as executive function coaching can lead to improvements in specific executive function skills (e.g. planning, organization, working memory).
  2. Enhanced Academic Performance: Research indicates that coaching can lead to better academic outcomes, including improved study habits, time management, and grades.
  3. Better Self-Regulation: Some studies suggest that people who receive executive function coaching have stronger self-regulation, which includes improved emotional control, impulse control, and self-awareness.
  4. Generalization of Skills: A critical goal of executive function coaching is to teach skills that people can implement in different settings (e.g., school, home, work). Evidence indicates that this outcome can be achieved through consistent coaching and practice.
  5. Improved Quality of Life and Self-Efficacy: Beyond academic and work performance, evidence suggests that coaching can enhance overall well-being and self-confidence, particularly for people with ADHD.
  6. Positive Long-Term Outcomes: Some longitudinal studies indicate that gains made through executive function interventions during childhood and adolescence can have lasting effects into adulthood, contributing to better occupational and social outcomes.

Individual coaching results can vary based on factors such as the quality and consistency of coaching, the specific challenges faced by the individual, and the person’s motivation to engage in coaching.

While medication can alleviate some ADHD symptoms, ADHD coaching provides practical strategies and skills that medication alone might not address. Many people find a combination of both to be the most effective. Research shows that the right ADHD medication can help increase focus and productivity, reduce impulsivity, improve mood and memory, and increase attention to detail. Medication is only part of a comprehensive management plan; it does not address deficits in time management, organization, and planning. Students may also require the use of accommodations (e.g., extra time, assistive technology, writing in a quiet space), tutoring in areas where they have skill gaps, learning and executive function strategies, and cognitive behavioural therapy. 

Stimulant drugs have been shown to be effective in reducing the core symptoms of ADHD but are often inadequate at addressing the functional challenges of students. Studies have shown that approximately 80% of children with ADHD have fewer symptoms after finding the correct stimulant medication and dosage. Clinical experience indicates that because of the likely lack of developed metacognitive skills in people with ADHD, drug treatment alone may not be sufficient to remediate deficits, and explicit skills training in these areas may be necessary.

Evoke’s ADHD and executive function coaching is suitable for students in Grade 9 through postsecondary who have been diagnosed with ADHD or executive function deficits and are ready to make a change. Students who struggle with self-regulation, impulsivity, and poor organizational skills can benefit from coaching sessions, as can those who have difficulty with focus, time management, and planning. Research shows that improvements in executive function will not occur until adolescence, around age 14. (Crone & van were Molen, 2004), and so adolescence is an ideal stage for executive function and ADHD coaching. Until then the best approach is parent coaching.

Evoke offers coaching services to students from Grade 9 through postsecondary. To participate in the ADHD Coaching Program, students must have been diagnosed with ADHD by an experienced mental health professional. Written confirmation of the diagnosis is required. Students do not require a formal diagnosis to participate in Evoke’s executive function coaching. 

Evoke’s ADHD coaches include registered social workers, certified ADHD coaches, and psychotherapists trained and certified in cognitive behavioural therapy, and have experience working in a coaching, therapy, and/or academic strategy role with neurodivergent students. For families with private health insurance that covers social work and/or psychotherapy services, the sessions may be eligible for reimbursement.

Following the intake process, the student is paired with an ADHD coach based on the background information provided to Evoke, the needs of the student, the practitioner’s coaching style, and personality fit. Once the student is ready to begin their coaching program, the dates and times of the sessions are scheduled directly with the ADHD coach.

The ADHD Coaching Program encompasses 13 core topics, with two sessions dedicated to each topic. This means a minimum duration of 26 one-hour sessions if each topic is covered in the intended two sessions; however, students have the flexibility to proceed to the next topic if they feel proficient after the first session, or spend an additional session if they need more time. There is a minimum commitment of attending sessions once a week for consistency and to develop routine and structure. Make-up sessions can be arranged when students or practitioners are ill or have a sudden emergency. Please see Evoke’s policies and procedures for further information.

Evoke requires 48 hours’ notice to reschedule a session and four hours’ notice in case of sudden illness or emergency. Clients are required to provide 30 days’ notice to change or cancel services. Services may be cancelled at any time with the required notice.

Progress often varies among individuals. Generally, sustainable and notable improvements require regular coaching sessions for several months. On average, students engage in coaching for a period of four to six months. The ADHD Coaching Program delves into 13 core topics, allocating two sessions for each topic. This translates to a baseline of 26 one-hour sessions; however, based on their confidence and grasp of the content, students can choose to advance after one session or opt for an extra session. To ensure continuous progress and self-discipline, students are advised to attend at least one session weekly.

Evoke offers online video conferencing coaching services. This format provides increased
accessibility, especially benefiting those located in remote areas or facing transportation
challenges. As a result, clients often experience more consistent session attendance and active
engagement. Recent studies have suggested that online coaching can match the effectiveness
of traditional face-to-face coaching for specific groups and conditions. For example, research by
Hauser et al. (2020) demonstrated that telehealth ADHD interventions for college students
were comparably effective to in-person approaches.

The cost may be covered through a health benefits plan under social work or psychotherapy. Coverage varies by insurance provider. It’s always a good idea to check with your insurance company about coverage specifics before starting sessions.

In Ontario, for students eligible for the Ontario Student Assistance Program (OSAP), the BSWD and the Canada Student Grant for Services and Equipment for Students with Permanent Disabilities (CSG-PDSE) help full- and part-time postsecondary students with the costs of their disability-related educational services and equipment, such as ADHD coaching.

Executive Function Coaching

Executive functions are the cognitive skills that help us manage and regulate our thoughts, emotions, and behaviours to achieve specific goals. These skills include attention, working memory, planning and organization, self-control, and problem-solving.

They allow us to focus on tasks, process information efficiently, and make decisions that lead to successful outcomes. For example, students with strong executive function skills will be able to pay attention in class, remember important information, plan and organize their homework, regulate their emotions when faced with challenges, and persist in the face of obstacles.

Executive function difficulties stem from a combination of neurological and genetic factors.
While the precise causes can vary, research has identified two primary contributors:
1. Neurological Development
Executive function skills are regulated by the prefrontal cortex—an area of the brain
responsible for managing planning, attention, emotional control, and self-regulation. In
students with EF challenges, this region of the brain may develop more slowly or function
differently. These developmental variations affect the brain’s ability to manage everyday tasks
such as organizing work, starting assignments, staying focused, or managing time effectively.
2. Genetics and Family History
Executive function difficulties often run in families. If a child or adolescent struggles with EF
skills, it’s common for a parent or close family member to report similar challenges, either in
childhood or adulthood. Conditions such as ADHD and learning disabilities—which frequently
involve EF deficits—also have a strong genetic component.
Additional Influences
While brain development and genetics are the primary drivers, other factors may contribute to
or intensify EF challenges, including:

  • Premature birth or early brain injury
  • Chronic stress, trauma, or anxiety
  • Lack of sleep, nutrition, or consistent routines

It’s important to remember that executive function skills are developmental in nature; they
grow and change over time. Through practice, explicit instruction, and environmental support,
students can learn strategies to strengthen these skills and become more independent in
managing their academic and daily responsibilities.

No, a formal diagnosis is not required to access executive function coaching. Many students benefit from support with planning, time management, organization, and self-regulation, regardless of whether they have a documented condition.

While executive function challenges often co-occur with diagnoses such as ADHD, anxiety, depression, and learning disabilities, they can also exist independently. For example, some students with dyslexia or dyscalculia may struggle with executive function even if it’s not their primary area of difficulty. Others may have no diagnosis at all but still experience daily challenges with motivation, follow-through, or managing academic demands.

Executive function coaching focuses on building skills and strategies to help students better manage their learning and responsibilities. Rather than requiring a diagnostic label, we look at each student’s individual needs, goals, and current challenges, and provide personalized support to foster independence and confidence.

Whether a student is neurodivergent, undiagnosed, or simply feeling overwhelmed by academic expectations, executive function coaching can offer practical, empowering tools for success, in school and in life.

Evoke’s executive function coaching is most effective for students in Grade 8 through postsecondary who are developmentally ready to engage in reflective learning and behavioural change. Students who struggle with self-regulation, impulsivity, organization, task initiation, or time management can benefit greatly from coaching once they demonstrate a basic level of metacognitive awareness and willingness to engage in structured support.

Research in cognitive neuroscience indicates that executive functions—particularly planning, inhibition, and working memory—undergo significant development during adolescence, with notable improvements typically beginning around age 12–14 and continuing into early adulthood (Best & Miller, 2010; Crone & Dahl, 2012). These functions are foundational to the success of coaching, which relies on reflection, planning, and intentional behavioural change.

Because younger children are still developing these core abilities, parent training and environmental supports (e.g., routines, visual schedules, and external scaffolding) are often more effective in childhood. For this reason, Evoke recommends our academic and writing strategy program for students under age 13.

By adolescence, students are better positioned to take ownership of their goals, reflect on their habits, and apply strategies, making this developmental stage the ideal time to begin executive function coaching.

While traditional tutoring focuses on helping students understand specific subject matter—such as math, science, or English—EF coaching targets the foundational cognitive and behavioural skills that support learning across all subjects and extend far beyond the classroom.

EF coaching helps students strengthen their ability to:

  • Plan, prioritize, and manage time
  • Organize materials and information
  • Start and complete tasks
  • Sustain focus and manage distractions
  • Regulate emotions and reduce overwhelm
  • Set goals and follow through

Unlike tutoring, which is content-specific and often reactive (e.g., “I need help studying for an exam”), executive function coaching is strategic and proactive. It equips students with lifelong skills that improve how they learn, study, and navigate daily responsibilities.

Importantly, EF skills show up everywhere in life, and not just in school. Students who develop stronger EF skills often experience improvements in personal areas such as:

  • Managing routines and responsibilities at home
  • Reducing procrastination and decision fatigue
  • Improving communication and emotional regulation
  • Building independence and confidence
  • Developing resilience and a growth mindset

Executive function coaching supports both academic performance and personal development, helping students become more capable, self-aware, and adaptable—skills that benefit them throughout school, in postsecondary education, and into adulthood.

EF coaching can be highly beneficial when a student’s academic performance does not align with their underlying ability or potential—particularly when challenges are not related to understanding the subject matter, but rather how they approach learning and manage daily responsibilities.

EF coaching may be a good fit if a student:

  • Grasps academic concepts but struggles to get started or complete assignments
  • Consistently leaves tasks to the last minute, even with ample time
  • Has difficulty organizing materials, prioritizing tasks, or managing deadlines
  • Appears disengaged or unmotivated, but shows interest or insight when prompted
  • Frequently forgets homework, loses track of time, or feels overwhelmed by school demands
  • Has trouble transitioning between tasks, managing distractions, or regulating emotions
  • Relies heavily on parental reminders and requires significant external support to stay on track

These are often signs that the student’s executive function skills—such as planning, time management, self-monitoring, and cognitive flexibility—need strengthening.

Unlike subject-specific tutoring, EF coaching addresses these underlying skills and equips students with tools to build independence, resilience, and self-awareness. It’s especially helpful for learners who are capable but inconsistent, and for those managing learning disabilities, or heightened stress and anxiety. EF coaching supports students not only in school, but in life, helping them develop habits and strategies that promote long-term success and personal growth.

EF coaching equips students with the tools and strategies they need to manage their learning, responsibilities, and personal goals more effectively. Students who engage in EF coaching often experience both academic improvements and personal growth as they strengthen their ability to plan, organize, and follow through on tasks.

Key benefits include:

Stronger Executive Function Skills

  • Improved time management and task initiation
  • Better organization of materials, thoughts, and responsibilities
  • Enhanced planning, prioritization, and follow-through
  • Increased self-monitoring and goal-setting

Improved Academic Performance

  • Reduced procrastination and more consistent work habits
  • Greater ability to break assignments into manageable steps
  • Better preparation for tests and long-term projects
  • More confidence in managing academic demands independently

Enhanced Self-Awareness and Communication

  • Increased ability to recognize personal challenges and articulate needs
  • Growth in self-advocacy, especially when navigating school expectations
  • More reflective, intentional behaviour and learning habits

Personal Development

  • Reduced overwhelm, avoidance, and burnout
  • Improved emotional regulation and coping strategies
  • Strengthened self-confidence, resilience, and independence
  • Lifelong skills that support success beyond school, in relationships, work, and daily life

EF coaching is not just about improving school performance—it helps students build systems that work for them, reduce stress, and feel more in control of their time, tasks, and decisions.

EF coaching is a developmental process and not a quick fix. Most students begin to notice shifts in their habits and mindset within the first six to eight weeks of regular coaching. However, building new routines, strengthening executive function skills, and developing long-term independence is a gradual, cumulative process. Students need time to try new strategies, reflect on what works, and apply these tools across different academic and personal situations.

Progress depends on several factors, including:

  1. Student Engagement and Readiness
  • Willingness to participate: EF coaching works best when the student is open to support, curious about their habits, and at least somewhat motivated to improve.
  • Level of metacognitive awareness: Students benefit more when they can reflect on their thinking, notice what’s working, and explore cause-effect patterns in their behaviour.
  • Developmental appropriateness: EF skills develop gradually; students must be cognitively and emotionally ready to practise and build these skills.
  1. Consistency of Coaching
  • Frequency of sessions: Weekly sessions create structure, accountability, and opportunities for practice and adjustment.
  • Length of engagement: Sustainable gains typically emerge over a term to one academic year. Building routines, internalizing strategies, and changing habits takes time and repetition.
  1. Practice Between Sessions
  • Follow-through: The most progress occurs when students test strategies outside sessions and reflect on their success or breakdowns.
  • Routine and structure: Students who adopt consistent systems (e.g., planners, checklists, digital reminders) are more likely to experience long-term gains.
  1. Strength of the Coaching Relationship
  • Rapport and trust: A strong working relationship is foundational. Students need to feel heard, respected, and safe to take risks and fail forward.
  • Collaborative approach: Coaches who adapt their strategies to the student’s learning style, needs, and preferences foster greater engagement.
  1. Parental or Adult Involvement (When Age-Appropriate)
  • Scaffolding support: For younger students or those with greater EF deficits, caregivers play a crucial role in reinforcing strategies and creating external accountability.
  • Modelling and consistency: Aligned expectations at home and in coaching reinforce executive function skill growth.
  1. Student’s Unique Profile
  • Co-existing conditions: EF difficulties often overlap with anxiety, ASD, learning disabilities, or trauma. Coaching must be responsive to these intersections.
  • Baseline EF strengths and weaknesses: Some students may have specific deficits (e.g., planning or time awareness) and strengths (e.g., creativity or verbal reasoning) that shape how coaching should be tailored.
  1. Environmental and Academic Fit
  • Classroom or school alignment: Students do better when school environments accommodate or support executive function development (e.g., through accommodations and technology).
  • Appropriate challenge level: When students are under- or over-challenged academically, EF breakdowns can intensify.
  1. Supportive Use of Tools and Technology
  • Use of visual and digital tools: Students who engage with EF supports (calendars, alarms, reminders, task managers) often sustain growth more successfully.
  • Assistive tech integration: Tools like speech-to-text, task planners, or executive function apps can reduce cognitive load and support independence.

On average, students remain in executive function coaching for three months to two academic years, depending on their goals and the complexity of their needs. Those who are highly motivated, attend regularly, and implement strategies consistently tend to make faster and more sustained progress.

The timeline for noticeable progress varies depending on each client’s needs, goals, and level of engagement. Many students begin to experience small wins—such as improved awareness, reduced procrastination, or better task initiation—within the first few weeks of coaching. However, lasting change in executive functioning and self-regulation often takes time and consistent practice.

On average, students are in the coaching program for three months to two academic years. Progress is typically gradual and cumulative, as students build strategies, test them in real-life situations, and reflect with their coach. Some students may make faster gains, especially when they are motivated, attend regularly, and apply strategies between sessions.

Coaching is not a quick fix; it’s a process of guided skill development, reflection, and behavioural change. While early improvements may be encouraging, meaningful, sustainable results tend to emerge over time as new habits take hold and confidence increases.

 

Parents can support the coaching process by:

  • Respecting the private, student-centred nature of the coaching relationship
  • Ensuring the student has access to a quiet, distraction-free environment during virtual sessions
  • Reinforcing healthy routines and encouraging consistent practice of strategies
  • Communicating concerns directly with their child before contacting Evoke

Parents can employ a variety of approaches to bolster their child’s executive function skills, and specific strategies may vary based on the student’s situation. Generally, several practices are universally beneficial:

  • Celebrate progress: Recognize and build upon every small victory, setting achievable goals.
  • Maintain a positive outlook about your child’s progress: Remind yourself to praise the positive actions taken, large and small. Change is hard and rarely a straight line. It takes time and people learn at a different pace. Backsliding and reverting to old habits are to be expected as part of the process.
  • Encourage student ownership of the process: Coaching is a co-active process and the student is responsible for co-creating the agenda. They will get out of coaching what they put into it.
  • Establish routines: Create routines that are reliable and adaptable to evolving needs. Our students are vulnerable when working in unstructured environments; procrastination is a trap for students working alone. Home-based reinforcement for school performance is strongly encouraged to increase confidence and address functional impairments. 

Parental involvement in executive function coaching is guided by the student’s preferences and written consent. Because our coaches are registered health professionals (e.g., social workers, psychotherapists, occupational therapists), they are bound by provincial privacy legislation and the ethical standards of their professional colleges. As such, no personal information can be shared without the student’s explicit, time-limited consent, unless required by law (e.g., in cases of risk of harm, abuse, or a court order).

When consent is provided, parents may receive general updates on:

  • Skills the student is developing
  • Session goals and strategies
  • Broader areas of focus and observed progress

Please note that progress updates are not automatic. Requests for written reports or summary updates require:

  • The student’s signed consent
  • A fee to cover the preparation time

This framework protects the student’s confidentiality, fosters trust between the student and their coach, and supports the development of self-advocacy, autonomy, and personal responsibility.

Evoke encourages families to participate in optional parent-student consultations, which must be approved by the student and are billed at the standard coaching rate. These collaborative meetings provide a structured opportunity to align goals and ensure continuity of support while respecting the student’s agency and voice.

Evoke’s coaches include registered social workers, certified coaches, and psychotherapists trained and certified in cognitive behavioural therapy, and have experience working in a coaching, therapy, and/or academic strategy role with neurodivergent students. For clients with private health insurance that covers social work and/or psychotherapy services, the sessions may be eligible for reimbursement.

Reading Remediation (Grades 3-12)

Grounded in the most current research on successful reading interventions, Evoke’s reading remediation program focuses on developing the skills that close the gap for struggling students.

The components of effective reading instruction are the same whether the focus is on prevention or intervention. Evoke’s programming is informed by the science of reading and our efforts are grounded in an understanding of typical reading development and on the factors that disrupt this process. Our interventions are scientific, strategic, and based on a student’s assessment data, which provides an explanation for why the student is struggling.

Research demonstrates that students with severe and persistent learning challenges require multiple opportunities to practice a skill or strategy. Evoke’s program is composed of proven interventions to remediate the reading-related skills that support reading development. Intervention efforts are directed toward removing the hurdles that are preventing the student from making typical reading progress. Students learn reading skills and are provided with an opportunity to practice them.

All Evoke’s services are individualized and one-to-one (we do not offer group programming). Our practitioners have experience working with exceptional learners and use interactive tools and resources to engage them. Most of our clients struggle with self-regulation and our practitioners are experts in meeting their needs. The reading program is offered in short but intensive 30-minute sessions. This is the ideal length of time for fostering student progress; it is long enough for the intervention to be effective and short enough that the student remains engaged and focused.

Our work is student-focused but data-driven. Evoke integrates ongoing assessment and evaluation into the reading remediation program using standardized, proven assessment tools. Parents receive regular monthly written progress updates, documenting the skills that have been mastered and the focus of current instruction.

Reading progress is visible, and usually begins with a student’s obvious increased reading confidence and willingness to read. Most students avoid reading— and procrastinate around academic work that involves a lot of reading— simply because it’s hard. The change will begin at home and eventually your child’s teacher will also be able to notice the progress they are making.

Cognitive science research shows that while strategy instruction improves comprehension, it does not positively impact the skills required for reading. To make reading gains, students must be able to decode words fluently. In addition, it’s difficult to understand the meaning of a sentence if you don’t understand the words you are reading. Background knowledge and vocabulary play a much stronger role in reading comprehension than strategies that give readers a one-time boost. Reading comprehension is built through read-aloud experiences until students can read proficiently and independently and reading comprehension strategies can be directly taught.

Research has consistently demonstrated the need for and importance of early identification and intervention for students who may be at risk for later reading difficulties (Early Reading Expert Panel, 2003). Vaughn et al. (2003) have suggested that “because students who do not learn to read in the first and second grades are likely to struggle with reading throughout their lives, effective reading interventions for students early in their educational careers are critical” (p. 301). If they do not have the underlying skills required, students do not get better at reading by reading.

Reading is a skill that is required for all academic subjects. Learning to read is critical for student success. Quite often, the reading deficits of older struggling readers go unaddressed, and those students must use accommodations to access the curriculum. Research tells us, however, that it is possible to normalize the reading skills of a large percentage of weak readers (Forman & Al Otaiba, 2009) and that large gains are possible for students of all ages and levels of severity (e.g., Simos et al, 2002; Torgensen et al, 2001). The components of effective reading instruction are the same whether the focus is on prevention or intervention (Foorman and Torgensen, 2001). At Evoke, our experience is that reading deficits create substantial cognitive overload for students and in many cases can impact their motivation to start and complete academic work. A combination of reading intervention and assistive technology can help lighten this load and pave the way for academic success.

Postsecondary planning involves preparing for life after high school, including college, vocational training, or career paths. It’s best to start planning in high school, typically during the junior and senior years.

No, postsecondary planning is for all students, whether they plan to attend college, pursue vocational training, enter the workforce, or explore other pathways after high school.

Our postsecondary planning services include guidance on postsecondary selection, application assistance, financial aid resources, career counseling, and creating a comprehensive plan for future success.

High-Dosage Math Tutoring and Recovery (Grades 4-12)

High-dosage or high-impact math tutoring is an intensive academic intervention that accelerates student learning, reduces learning gaps, and increases student outcomes. It is an evidence-based intervention for learning loss that is accessible to all learners. The goal of this type of math tutoring is to provide students with tools and instruction to help them build on their skills and knowledge to tackle new learning. Rigorous studies praise the impact of high-dosage math tutoring learning on student outcomes. The University of Chicago Education Lab released a study that demonstrated that high-dosage math tutoring can double or triple the amount of math students learn each year, increase student grades, and reduce math and non-math course failures.

Unlike traditional math tutoring, which may happen weekly for an hour or two, high-dosage math tutoring helps students recover from learning loss through targeted, structured, data-driven, intensive, and frequent math tutoring sessions that occur a minimum of three times a week for at least 30 minutes. High-dosage math tutoring is meant to provide more regular, intensive personal instruction that is aligned with the student’s grade curriculum and focused on their learning gaps. Studies show little evidence that once-a-week math tutoring is sufficient to generate meaningful gains. A recent meta-analysis found that high-dosage math tutoring was 20 times more effective than traditional math tutoring. With high-dosage math tutoring, student learning gains persist and were found to have spillover effects across other subjects.

Current research has also shown that the most effective math tutoring interventions involve three or more sessions per week with sessions that last for a minimum of 30 minutes, and up to 60 minutes. This allows for enough time to focus on missed learning while staying aligned with classroom instruction. Stanford University’s National Student Support Accelerator program defines high-dosage math tutoring as “math tutoring that is delivered three or more times a week.”

Research recommends a minimum of math tutoring in 30-minute sessions, three times a week. Students may also engage in 45- and 60-minute sessions and more frequently. Students in high-dosage math tutoring learn two and a half times as much as they would in traditional math tutoring programs. This allows for enough time to respond to the student’s individual needs and to complement their existing curriculum.

Evoke’s math tutors are well-qualified and well-trained teachers and paraprofessionals who have completed pure math programs at the university level and have experience working with neurodiverse learners. Some of them have completed postgraduate degrees and are very knowledgeable about math content and provincial math curricula. This allows them to teach using a variety of explanations and representations to develop mathematical understanding. Evoke’s math tutors use high-quality instructional materials, and are engaging, reliable and consistent. Evoke’s math tutors are skilled at relationship-building and understand when and how to press students, which resources to use, and how to employ strategic questioning in lieu of providing answers. At Evoke we understand how important it is to cultivate positive relationships with our learners. Ensuring that our students have a consistent tutor over time facilitates productive student-tutor relationships and a stronger understanding of the student’s learning needs. When students have a positive, caring relationship with their tutor they become more motivated and develop a more favourable mindset towards school. Evoke pairs each student with a consistent tutor for the duration of their math tutoring program so they can get to know the student’s strengths and weaknesses.

Evoke offers math tutoring for students in Grades 4 through 12. Our math tutors have a deep understanding of the Ontario math curriculum and can also provide support to students engaging in International Baccalaureate and Advanced Placement programs.

Evoke’s high-dosage math tutoring program begins with a diagnostic assessment that enables us to pinpoint the specific concepts and curriculum expectations with which a student is struggling and specifically what has been creating a barrier to their understanding of current grade content. The information from the math diagnostic monitors the progress made from the intervention program so that instruction is strategic and adjusted as necessary.

Intervention is based on the results of the student’s math diagnostic assessment. In addition, Evoke’s math tutors conduct routine assessments and use these results to individualize instruction.

Yes, recent research and studies have consistently shown that online tutoring, particularly in math, can be highly effective. For instance, interactive online math tutoring has demonstrated positive learning and achievement outcomes, especially for underperforming students (Beal, Walles, Arroyo, & Woolf, 2007; Chappell, Nunnery, Pribesh, & Hager, 2011; Nguyen & Kulm, 2005).

Evoke’s online math tutoring platform not only offers instructional support but is also particularly advantageous for students from busy families, those in isolated regions without access to local math tutoring, and those who value the privacy offered by online sessions. A meta-analysis by Chappell et al. (2011) even indicated that organizations providing online math tutoring were more effective than those solely offering in-person services.

Moreover, studies like those by Beal et al. (2007) have revealed significant improvements in students tackling math problems after receiving online interactive math tutoring. Intriguingly, it appears students grappling with math achievement benefit the most from online sessions (Maloy, Razzaq, & Edwards, 2014; Beal et al, 2007).

A 2023 study from the Annenberg Institute at Brown University elucidated the potential of virtual learning. It highlighted that online math tutoring can more precisely match student needs with tutor expertise. The outcomes? Enhanced academic performance, augmented effort, and elevated aspirations for students participating in online math tutoring programs. These students also witnessed notable advancements in standardized test scores and end-of year math grades.

The Centre for the Study of Learning and Performance at Concordia University posited that there is no empirical evidence suggesting that traditional classroom instruction offers any more benefit in terms of learning achievement when compared to its alternatives, such as online math tutoring.

Virtual sessions require the following:

  • A computer or tablet,
  • The ability to share the student’s screen,
  • A webcam,
  • A headset or earbuds,
  • A strong internet connection,
  • A quiet space with limited distractions where the student is best able to focus without the fear of being overheard or interrupted, and
  • The absence of anyone coming in or out of the quiet space.

Students will need access to their class notes, test dates, and assignment outlines and be prepared to share their screen to review their school’s learning platform with their tutor.

Evoke services are by appointment only and scheduled directly with the student’s practitioner. Students are asked to commit to the specified number of hours per month. We operate 7 days a week-early morning, during school hours, after school, evenings, and on weekends. All of our math tutoring programming begins with a math diagnostic.

Evoke requires 48 (business) hours’ notice to reschedule a session to an alternative date and time and four hours’ notice in an emergency or the event of sudden illness. A total of one week of program services may be rescheduled and banked for future use as part of the program.

Sessions are held a minimum of three times per week, for 30 minutes, for a minimum of 10 weeks. Based on high-dosage math tutoring research, it is recommended that students attend sessions for a minimum of a semester and preferable a full academic school year if they are significantly behind. During this time, student data is used consistently by their math tutor to understand their strengths and challenges and to build sessions that focus on the student’s needs.

Absolutely. We provide regular monthly progress reports and encourage open communication between tutors, students, and parents/guardians.

Academic and Writing Strategies for Grades 4-Postsecondary

Evoke Learning’s Academic and Writing Strategies Program supports students in building
executive function, academic writing, and learning skills. We help learners strengthen their
organization, time management, task initiation, and self-regulation while developing
confidence and independence across subjects. Our personalized and applied approach helps
students build the skills and strategies to confidently respond to the curriculum demand.

  • Executive function: organization, time management, task initiation, flexible thinking,
    attention, and goal setting
  • Academic strategies: note-taking, test preparation, study techniques, and reading
    comprehension
  • Writing skills: understanding genres, planning, drafting, revising, and editing
  • Assistive technology: speech-to-text, word prediction, text-to-speech tools, and
    organization software
  • Self-advocacy: understanding learning needs and requesting accommodations
    confidently

The program is designed for students in elementary, secondary, and postsecondary school,
including those who are neurodivergent (e.g., ADHD, learning disabilities, ASD, giftedness). We
offer age-appropriate support tailored to each student’s needs and academic level.

Evoke’s Academic and Writing Strategies Program focuses on building core academic skills,
study strategies, and writing development to support student success across subjects. The
program emphasizes executive function skill development in the context of academic tasks,
such as note-taking, reading comprehension, time management, and essay writing. Students
learn how to study effectively, structure their work, use assistive technology, and become more
independent, confident learners. This program is ideal for students who are looking to
strengthen academic foundations and improve school performance, regardless of diagnosis.
In contrast, ADHD and Executive Function Coaching is specifically designed for students with
ADHD or significant self-regulation challenges. While coaching also supports academic
performance, its primary focus is on helping students manage the cognitive, behavioural, and emotional symptoms associated with ADHD. Coaching integrates cognitive behavioural
strategies and teaches students how to manage impulsivity, sustain focus, regulate emotions,
and reduce procrastination. It also helps students develop a deeper understanding of how
ADHD impacts their functioning and equips them with personalized strategies for daily life.

  •  Academic and Writing Strategies focuses on learning how to learn, developing academic
    and writing skills through research-informed instruction.
  • ADHD/Executive Function Coaching focuses on learning how to manage ADHD and self-
    regulation challenges, with support extending beyond academics into daily functioning
    and emotional well-being.

All sessions are delivered online, one-to-one, via video conference. This format is flexible,
confidential, and ideal for building digital literacy and comfort with technology. This format
provides increased accessibility, especially benefiting those located in remote areas or facing
transportation challenges. As a result, clients often experience more consistent session
attendance and active engagement.

Clients set the pace and duration of their support. We operate on a month-to-month basis and
request a minimum commitment of weekly sessions to promote consistency and establish
routines. Academic strategy development is a gradual process that requires regular practice
and engagement. For best results, we recommend that students and families prioritize these
sessions each week.

Most clients remain with us for at least one academic term or semester, and many continue for
one to two academic years. Services can be discontinued at any time with 30 days’ notice.

Progress varies from student to student, depending on their individual needs, goals, and level of
engagement. However, most clients notice meaningful improvements in their confidence,
organization, and academic habits within the first six to eight weeks of consistent, weekly
sessions.
Developing academic and writing strategies is a gradual process that involves building self-
awareness, strengthening executive function skills, and applying new techniques across
different tasks and subjects. Students typically require at least one academic term to fully
integrate and generalize these skills.
Longer-term support—often spanning one to two academic years—allows for deeper skill
development, sustained growth, and increased independence. Regular attendance, active
participation, and a willingness to reflect and practise between sessions are key drivers of
success.

The first step is to email us at [email protected] to schedule a complimentary phone
consultation with a member of our team. During this call, we’ll learn more about the client’s
needs, answer your questions, and explore how Evoke can help.
Following the consultation, we begin the intake process, which includes reviewing relevant
background information and completing intake forms. From there, we work collaboratively with
the family—and the student when appropriate—to develop a personalized service plan. This
plan outlines the student’s academic and personal goals, recommended services, and our
strategy for building skills and supporting progress. It also highlights the barriers that are
currently interfering with the student’s ability to meet their goals, helping us to tailor our
approach and interventions effectively.
The student is then paired with an academic strategist based on the information gathered
during the intake process, the needs of the student, and personality fit. Once the student is
ready to begin the strategy support, the dates and times of the sessions are scheduled directly
with the practitioner. Students are not required to commit to monthly sessions until after the
first two sessions. This trial period allows students to assess whether they feel comfortable and
aligned with their academic strategist.

At Evoke, the practitioners in our Academic and Writing Strategy Program are referred to as
academic strategists. These professionals have backgrounds in education, social work, and
psychology, and bring a deep understanding of how learning differences affect academic
performance.
Our strategists specialize in supporting neurodivergent learners—students with ADHD, learning
disabilities, giftedness, and autism spectrum disorder (ASD). Many of these students also
experience co-occurring challenges such as anxiety, depression, executive function difficulties,
and fine- or gross-motor delays, which can further affect their ability to learn effectively.
Academic strategists understand that writing challenges often coincide with difficulties in
organization, planning, time management, and self-regulation. They recognize that students
need both the academic foundation to access curriculum and the executive functioning skills to
manage it.
Our strategists provide targeted, individualized support in:

  • Executive function and learning skills development
  • Academic and writing strategy instruction
  • Integration and use of assistive technology

By addressing the multifaceted needs of each learner, our academic strategists help students
build confidence, strengthen essential skills, and achieve greater independence in their
academic work.

Writing is one of the most complex academic tasks students face. It requires the simultaneous
coordination of motor skills (like handwriting or typing) and cognitive functions (such as
organizing thoughts, recalling vocabulary, and structuring sentences). For many
students—especially those with learning disabilities, ADHD, or executive function
challenges—this demand leads to cognitive overload.
Students must juggle spelling, grammar, word choice, sentence structure, and content
generation all at once. If any of these skills are not automatic, they consume valuable working
memory capacity, leaving little room for idea generation or critical thinking. This makes it hard
to express what they know, even when they have strong verbal or conceptual understanding.
Additionally, the effort required often results in frustration, procrastination, and avoidance,
which are sometimes misinterpreted as laziness or lack of motivation. Social-emotional stress
can further reduce students’ confidence and willingness to engage in writing tasks.
To succeed, students benefit from explicit strategy instruction, consistent practice, and tools
that reduce cognitive load, such as graphic organizers or assistive technology.

The academic strategist teaches students academic writing strategies, and shares new
approaches for writing more robustly, generating ideas, and organizing ideas on paper. During
sessions, an academic strategist will assist a student to ensure they understand the
requirements of their writing assignment, are aware of the assessment criteria, and can
“chunk” their work into manageable steps. The strategist teaches the student writing strategies
(and how to apply them), provides feedback on written work, and helps the student create an
outline of their assignment and get started on their work. The goal is to help the student reduce
their cognitive load and to learn and apply strategies that will ultimately result in the student’s
ability to write effectively and independently. While there is time during sessions to work on
written assignments, the priority is on teaching strategies and skills. Students who require
significant assistance or have large, time-consuming assignments should arrange additional
sessions with their academic strategist on an as-needed basis.

Academic strategists are well-equipped to support students who require the use of assistive
technology for reading and writing, including note-taking and annotating. Students who require
assistive technology to access the curriculum, such as individuals with processing deficits, or
motor coordination and visual-motor coordination challenges, receive support in understanding
how to use assistive technology to lighten their cognitive load (reduce the demand of writing on
the brain) so there is capacity for critical thinking to produce written work. The use of assistive

technology is blended with writing strategies to make the writing process much less taxing and
overwhelming for the student.

Academic strategists have a strong understanding of executive function deficits and how these
difficulties can get in the way of learning. While we are unable to change a student’s
neurobiology (we can’t make blue eyes brown!) we can teach and improve executive function
skills through strategy-based approaches and repeated practice. Academic strategists provide
external scaffolding to support students by helping them to complete tasks, gradually stepping
back as they begin to manage the process independently. Executive function develops
differently for everyone, and while we are unable to help the prefrontal cortex of the brain to
grow, cognitive science tells us that when we use routine, strategies, practice, and external
support, we can depend less on our executive functions and teach our brain to change a habit
through practice and automaticity. At Evoke, we understand that executive function requires
effort; it’s easier to lean into automaticity than to consider what to do next, which is why
strategies work so well.

We help young learners build foundational skills in:

  • Writing (genres, paragraph structure, clarity, and creativity)
  • Executive function (organization, focus, and problem-solving)
  • Learning habits (study skills, routines, curiosity)
  • Self-advocacy (asking for help, managing materials, growth mindset)

In addition to foundational academic and writing support, we help older students:

  • Break large assignments into manageable steps
  • Prepare for tests and exams with effective study strategies
  • Use research and critical thinking skills
  • Build personalized academic plans and monitor progress
  • Understand the science behind how the brain learns

Yes. Tuition may be eligible for coverage under the following:

  • Health benefits plans may offer coverage under “social work.” Please check with your
    provider or reach out to us for assistance.
  • Ontario Autism Program (OAP) funding may also cover some of our services for
    students with autism. The OAP offers support to families of children and youth under 18
    on the autism spectrum. It is funded and administered by the Province of Ontario. More

information on the program can be found on their website
(www.ontario.ca/page/ontario-autism-program).

  • If a student has a formal diagnosis rendered by an accredited medical professional, such
    as a psychiatrist, psychologist, family doctor, or paediatrician, our services are income
    tax-deductible through the disability tax credit. More information on this can be found
    on the canada.ca website.
  • The Bursary for Students with Disabilities program (BSWD) and the Canada Student
    Grant for Services and Equipment (CSG-PDSE), which are funded through the Ontario
    provincial and Canadian federal governments, assist postsecondary students who are
    eligible for the Ontario Student Assistance Program (OSAP), and who have a permanent
    disability and financial need, to meet their disability-related educational costs. More
    information can be found on the OSAP website.

Summer Programs

Our online summer reading program offers a user-friendly platform where participants can access reading materials, track their reading progress, and engage in interactive activities related to the books they read. Participants can set reading goals, earn rewards, and participate in virtual discussions or events with fellow readers.

There are a number of advantages to taking part in an online summer reading program, including:

  1. Maintaining comprehension and reading skills to avoid the “summer slide”
  2. Fostering a lifelong love of reading and a reading habit
  3. Expanding one’s knowledge across a range of topics and their vocabulary
  4. Fostering creativity and imagination through exposure to various genres and tales
  5. Enhancing analytical and critical thinking abilities through reflections on—and discussions of—the books read

To participate, all you need is a device with internet access. Our online summer reading program can be accessed through web browsers, and some features may be available through dedicated mobile applications. Participants will also need a valid email address to register and receive program updates.