From Dropout to Dean’s List | Academic Coaching Story
Alex was a high school sophomore with a 1.0 GPA, frequent absences, and absolutely zero interest in school. After two years of receiving academic coaching with Strive, Alex has rediscovered his confidence, re-enrolled, and earned a 3.8 GPA.
Student Profile
- Name: Alex (pseudonym)
- Age: 16 (at intake)
- Grade Level: Sophomore
- Duration of Support: Over 2 years
- Frequency: 1-2 sessions per week
- Format: In-person sessions
- Focus Areas: Executive functioning and academic coaching
Background
When I first met Alex, he was a sophomore with a 1.0 GPA, spotty attendance, and a deep aversion to school. He spoke candidly about skipping class to hang out at the mall, sleeping through school almost daily, and doing whatever he could to avoid his schoolwork.
Alex acted like he didn’t care, but beneath that was a student who felt deeply insecure about his academic struggles. His parents were understandably concerned — not just about his grades, but about his long-term direction.
They reached out to Strive Learning Solutions to help reengage Alex, get him back on track to graduate, and help him grow in responsibility and confidence.
Challenges
Alex was avoidant, overwhelmed, and emotionally checked out. He was skeptical of school and that things could ever really be different for him.
Our earliest sessions focused on building trust and rapport. I asked him dozens of questions about his interests, helping to ensure I understand him as more than just a student. I learned that Alex saw himself as someone who was incapable of doing well in school.
Before long, Alex made it clear: he planned to drop out the moment he turned 17. As I walked the line of providing honest feedback and encouraging Alex’s autonomy, Alex made the decision to drop out. We shifted our focus to preparing for the GED — building study plans, identifying weaker academic areas, and creating the structure to achieve his newly set goals.
But after several months of preparing for the GED, Alex realized that this path wasn’t for him either. Alex began to feel directionless, so we brainstormed potential next steps for his academic journey.
Our Work Together
We started with twice-weekly academic coaching sessions. Our work blended academic coaching, executive function skill-building, and social-emotional support. At times, it bordered on therapeutic. Alex needed an academic coach who believed in him, someone who could both challenge him and celebrate his successes, big or small.
We worked on:
- Reframing limiting beliefs about intelligence and success
- Building up Alex’s growth mindset
- Planning and completing assignments
- Building momentum through small wins
- Navigating emotional blocks to motivation and follow-through
Some of the specific executive functioning strategies we used included:
- Weekly planning sessions to map out assignments, goals, and responsibilities
- Backwards planning from deadlines to create manageable task lists
- The Pomodoro Technique for breaking his overwhelming school work into smaller pieces
- Intrinsically motivated rewards, building routines around high-interest rewards
- Self-reflection to help him understand what was working and why
Over time, Alex internalized these academic tools and began using them independently, even outside of school.
Turning Point
The real shift came when Alex decided to re-enroll in a K-12 school, this time through a fully virtual program. This decision was 100% Alex’s, and it was rooted in newfound clarity about what he wanted and what he slowly began to believe he might be capable of.
As Alex began to experience some success, he would routinely note how the earlier versions of him–the ones who skipped school and had a 1.0 GPA–wouldn’t believe how well he was doing. It was clear Alex’s identity and confidence were completely changing, as well as his GPA.
The Transformation
Here’s a snapshot of Alex’s progress, both in before and after academic coaching, as well as a timeline.
Before and After Strive
| Area | Before Strive | After Strive |
| GPA | 1.0 (failing most classes) | 3.8 (Dean’s List) |
| School Engagement | Frequently absent, skipping classes, minimal-effort | Daily attendance, 99% of assignments submitted |
| Belief in Self | Low confidence, avoidant, resistant to feedback | Greater confidence, open to feedback, self-reflective |
Timeline
| Timeline | Status |
| 2021 – 2023 | 1.0 GPA, irregular attendance |
| June 2023 | Began academic coaching with Strive |
| Fall 2023 | Dropped out |
| Winter 2024 | Began GED prep |
| Summer 2024 | Reenrolled in full-time online school |
| Fall 2024 | 3.1 GPA – Honor Roll |
| Spring 2025 | 3.8 GPA – Dean’s List |
Today
Today, Alex is a year away from graduating. He recently secured a full-time job and bought his first car. We continue to meet weekly — even during the summer — to work through whatever will be most helpful: budgeting, time management, staying mentally sharp, or just staying accountable to his goals.
Every student’s journey is different, and not only is that okay; it’s expected. Students like Alex simply need the right support system to be successful.
Like all of the academic coaches at Strive, my role was to walk alongside Alex, offer guidance (or challenges) when needed, and help nurture Alex’s confidence.
Alex’s story shows that with the right support, every student is capable of succeeding.
Is Your Teen Struggling?
If your teen is struggling with motivation, organization, and confidence, academic coaching can be a huge help. At Strive, we focus on more than just grades; we focus on the whole student: their mindset, goals, and habits that help them succeed.
Inquire today to give your child the support they need to succeed.
