Managing ADHD involves more than keeping track of tasks. Overwhelm, frustration, and harsh self-talk can make getting started and following through even harder.

In this episode of Executive Function for All, developmental pediatrician and author Dr. Mark Bertin joins Brandon Slade to explore how mindfulness can support emotional regulation, self-compassion, and the everyday work of managing ADHD.

They discuss the emotional side of procrastination, responding to the inner critic, and noticing positive moments that can get overshadowed by difficult ones. Dr. Bertin also shares practical ways to build a mindfulness habit through small steps, scheduling, reminders, and accountability, including how to restart when things don’t go perfectly.

The conversation explains the benefits and limits of mindfulness and how it can complement other ADHD supports.

At Untapped Learning, we help students build executive function skills, confidence, and independence through personalized coaching.

Resources:

Dr. Mark Bertin: https://developmentaldoctor.com/

Kristin Neff’s self-compassion resources: https://self-compassion.org/

Free Untapped downloads: https://untappedlearning.com/resource-type/downloads/

Executive function coaching: https://untappedlearning.com/

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As education becomes more “frictionless”, students are often less challenged, leaving them to struggle when challenges arrive in education, especially at the college level. This discomfort, though, is a learning experience that helps stimulate cognitive flexibility.

In this podcast, Natalie Wilcox, Neuroimmunology PhD student at the University of Toronto, and Brandon Slade, Founder of Untapped Learning, discuss the strength that comes with cognitive flexibility, including stronger self-reflection and the ability to navigate high-stress situations with ease. Learn how you can use cognitive flexibility in your own work to stay ahead and adapt to any situation that comes your way.

At Untapped Learning, we help students find their stride by helping them get ahead of the curve by teaching them developmental skills to plan forward, rather than catching up. Teaching students long-term independence and success lets our students learn better and helps the parents focus on being there for their children.

Want to learn more about how we help students build executive function skills? Subscribe to our YouTube channel and explore our 1-on-1 mentoring, workshops, and free resources at: untappedlearning.com

📥 Free Downloads: https://untappedlearning.com/resource-type/downloads/

📸 Instagram: https://instagram.com/untappedlearning

#ExecutiveFunction #ADHD #Neurodivergent #ExecutiveFunctionCoaching #College #StudentSupport

Chapters:

0:00 - Why Students Stick With Routines That Stop Working

0:16 - What Cognitive Flexibility Actually Means

3:12 - Why We Keep Using Strategies That Aren’t Working

5:34 - The Difference Between Routines and Rigid Thinking

8:02 - How to Help Students Try One Small Change

11:05 Why Students Don’t Ask for the Help They Need

14:33 How Fear of Failure Stops Students From Trying

19:49 Why Progress Matters Before the Problem Is Solved

22:18 How Adults Can Practice Cognitive Flexibility

27:02 ADHD, Negative Feedback, and Reflecting Without Shame

Why do some highly successful students begin struggling as soon as they reach college?

David Rabiner, Ph.D., a recently retired Duke University professor, psychologist, and former director of Duke’s Academic Advising Center, joins Brandon Slade to explain why academic success in high school does not always translate into college readiness.

They discuss what happens when students lose the structure and accountability built into high school, why high achievers may resist seeking academic support, and how ADHD can affect time management, task initiation, motivation, and long-term planning. David also shares how parents can gradually pull back before college, allowing students to practice independence while the stakes are still relatively low.

The conversation also explores why procrastination is not simply laziness or a lack of willpower—and how consistent external accountability can help students follow through on the goals they already have.

David Rabiner is Research Professor Emeritus of Psychology and Neuroscience at Duke University. His work has focused extensively on ADHD, attention difficulties, academic performance, and improving the quality of care children with ADHD receive.

Learn about David’s free ADHD Monitoring System and subscribe to his Attention Research Update: helpforadd.com. The system helps families gather regular teacher feedback and monitor how effectively a child’s ADHD treatment is working at school.

Want to learn more about how we help students build executive function skills?

Subscribe to our YouTube channel and explore our 1-on-1 mentoring, workshops, and free resources at untappedlearning.com

📥 Free Downloads: https://untappedlearning.com/resource-type/downloads/

📸 Instagram: https://instagram.com/untappedlearning

Chapters

00:00 - Introduction

01:25 - Why High-Achieving Students Struggle in College

06:14 - Helping College Students Manage Their Time

09:14 - Preparing High School Students for Independence

12:00 - Low-Stakes Ways Parents Can Pull Back

15:44 - ADHD and High Achievement

17:33 - Executive Function Challenges Beyond Time Management

20:07 - Why Procrastination Is More Than Willpower

23:15 - David Rabiner’s Free ADHD Monitoring Tool

26:46 - Conclusion

#ExecutiveFunction #ADHD #CollegeReadiness #HighAchievingStudents #DukeUniversity