Dr. Christine Powell: Rethinking ADHD, Structure, and the Art of Executive Functioning

Fulbright Scholar, Doctorate in Education and Your Biggest Supporter

Imagine a child navigating the world with a mind that never stops moving, a constant buzz of ideas, impulses, and questions - trapped in classrooms that weren't built for them. For Christine Powell, that child was herself.

"My dad was in the military, so I grew up all over the world," Powell recalls. "My mom was the guiding force in my life. I have ADHD, though I didn't find out until later. But growing up on military bases gave me structure, it helped me manage it."

She describes her upbringing as beautiful: three siblings, lots of travel, mostly living on military bases, a life both regimented and rich with experience.

"I went to school in Hong Kong. I remember buying furniture there - it looked so different from my neighbors'. But I went full circle when I was awarded a Fulbright in 2019 and returned to Singapore."

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Singapore, Powell says, was "absolutely amazing." She spent seven months working with the Ministry of Education, exploring one of the world's highest-achieving educational systems.

"I would visit multiple schools, and they all shared a common practice: every morning started with sustained silent reading. Teachers would pull students aside to ask how they were doing - touching base with them. There was a lot of small-group work. The teachers really got to know their students. That doesn't necessarily happen in the U.S."

Powell calls this process "taking their temperature."

"Students know their time is coming up. To me, that really stood out - across schools and grade levels." She recalls one American school experiment: students' names were placed on lockers, and teachers were asked to put a sticky note on the lockers of students they knew well. Some students had none. "Administration said, 'These are the students we need to notice.' I began to ask, why are we not checking in with every student. That moment highlighted the importance of intentional connection."

That ethos of structure, personalization, and care drives Powell's private practice today.

"I check in with my clients - how they're doing in school, who their favorite teachers are, what motivates them. It's about understanding the whole person and building systems that work for them," she explains.

Focusing on Strengths, Not Shortcomings

"The saying goes, 'Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing it is stupid.' I picture a cartoon: a teacher under a tree, a fish flopping on the ground, a monkey celebrating at the top, and an elephant struggling. They're all being graded on climbing the tree. The fish isn't in the right environment - it can't climb the tree, and that's not the best marker of its ability. The same goes for the elephant, while the monkey is celebrated."

"I think about this constantly with students," Powell continues. "In a class of 30, teachers usually teach to the group's strengths. But if a child has a learning challenge, it can be demoralizing. By second grade, students with ADHD receive seven negative comments for every positive comment from an adult. That pattern becomes pervasive throughout the school day. We focus too much on how they aren't fitting in, rather than understanding where they shine."

"Kids with weak executive functioning often seem lazy or unmotivated," she adds. "I see this 100 percent of the time. Parents are baffled. The minute you give strategies and the child understands what's going on, we see changes immediately. That's a hallmark of what we do."

Powell works with programs like the Boys & Girls Club, where students are handpicked for individualized support.

"The feedback we get from parents is consistent: they notice competence increase. The minute a child feels incompetent or unable to learn, that belief can stay with them for the rest of their lives. Helping students see their ability to succeed is transformative."

Her approach flips the traditional script:

"We identify a child's strengths and build from there, problem-solving, planning, organization. We create systems that let them succeed on their own terms, and in the process, help them develop confidence and a sense of competence."

Building Systems for Success

What began as classroom insight evolved into a philosophy that helps people of all ages harness their internal systems.

"My work is about helping clients master their executive functions," Powell explains. "Not just time management or organization - we're talking about attention, emotional regulation, planning, and follow-through."

In one-on-one coaching, she creates personalized strategies that fit unique thinking styles, helping clients move from sporadic effort to reliable performance.

"Consistency isn't perfection," she says. "It's reliability - building structures that actually work for the individual."

Emotional regulation is central.

"Executive function isn't just cognitive, a client who can plan but can't regulate frustration will still struggle. We address both sides."

Leveraging strengths ensures strategies feel authentic rather than imposed.

"When clients experience clarity and control, it transforms their confidence, their learning, and their life."

Executive Function as the Brain's Air Traffic Control

"You describe executive functioning as the brain's air traffic control," I note. "If a parent could implement just one 'ATC skill' at home tomorrow, which would you recommend - and why?"

Powell smiles.

"It's a toss-up, but I'd start with teaching children to understand time. During COVID, we saw kids across multiple grade levels who can't read an analog clock. Sixth graders who can't tell time. They don't know what five minutes feels like. When a parent says, 'We have ten minutes left,' they don't understand the concept. I say, gamify it."

She suggests practical, family-based strategies:

"Get a hard-copy family calendar. Time has to feel concrete. We're going to grandma's house in six weeks - kids need to grasp how long that really is. Most parents run the schedule, but if children aren't taught, they can't internalize it. Time management as a family is crucial. Start by cataloging birthdays, count down to the next big event, then move to thinking in minutes and seconds."

Powell emphasizes the broader significance:

"Executives consistently rank time management as one of the most important skills for success. Showing up on time, respecting others' schedules, knowing when to arrive - these are foundational. Teaching children to manage time isn't just about punctuality, it's about giving them a tool to navigate life successfully."

Executive Functioning Over IQ: A Crucial Predictor

"You emphasize executive functioning over IQ as a predictor of success. Was there a moment in your career that made this crystal clear to you?"

Powell nods.

"IQ testing is just one data point. You could be the smartest kid in the room, I've had them: merit and honor students, scholarship winners, but they can't organize their backpacks, manage their time, or navigate daily life without constant parental support."

Even high IQ students have gaps.

"IQ tests measure certain executive function skills - prioritization, manipulating shapes in your mind, abstract reasoning. But they don't tell you how to prioritize your day, conceptualize homework, take a bath, or move through daily routines. That's the applied side of executive functioning. A paper-and-pencil test doesn't capture it. These are the skills that determine whether intelligence translates into consistent success."

Reflecting on her son, she adds;

"He's very clever. ADHD off the charts, but a very high IQ. He's now a biomedical engineer. Up until high school graduation, we constantly negotiated how much support he needed. The minute he went to college, it became hands-off. We see this all the time. High IQ students can succeed academically, but without applied executive functioning, they struggle to manage life."

Scaling Insight: Consulting and Professional Development

"The number of students teachers see each day is escalating," Powell observes. "Accountability, data collection, reporting, adherence to curriculum, all of this makes connection with students harder. I am passionate about students, I love the profession, but these constraints are real. Even fifteen minutes to check in with a student can make a big difference. That's what we mean by teaching the whole child."

She continues;

"Teachers often see ADHD students as behavior problems, but these are really executive functioning challenges. Many teachers have one collegiate class on behavior or learning disabilities, which isn't enough. Inclusion is the norm, but support is often seen as weakness. Too often, teachers respond reactively, creating negative cycles. Executive functioning is a skill to be taught. We aren't born knowing how to plan or organize - we learn it."

Powell emphasizes practical context:

"Teachers are dealing with all forms of dysfunction. Gaming and digital distractions have fractured attention. My own experience - growing up in a structured military family, marrying a Navy SEAL, and raising a son with ADHD - reinforces the power of creating intentional structures at home and in schools."

Bridging Gaps: When Structure Isn't Enough

"I was teaching full time in a self-contained classroom until two years ago," Powell recalls. "A student came to school with a weapon - a stun gun. He was held in a special school for 45 days. When he returned, he was angry. There was no therapy, no counseling. They told him they'd pat him down each day. It became a game for him. He really needed support. It was an opportunity missed."

Powell stresses systemic accountability:

"Teachers are ill-prepared. Administrators must take responsibility. If we want to help children, we cannot wait 60 days to start."

Her company, Learning by Connecting, addresses this gap:

"We observe, listen, and act in real time to guide development. Structure alone isn't enough, students need support, intervention, and systems that teach them how to navigate challenges."

"If self-mastery is the ultimate goal," Powell reflects, "do you think humans are ever truly 'masters' of themselves, or is it more about creating systems to survive the chaos?"

Her answer blends philosophy and practicality:

"I lean into the chaos. We're trying to make sense of it and move through these systems. This is how I approach my work. I bring calm into my life, it gives me a sense of control. The universe has other plans, but at least in my head, I have the ability to move into the chaos. Let's take a deep breath."

For Powell, executive functioning isn't about perfection - it's about frameworks that let you navigate life's unpredictability with clarity, calm, and confidence.

"When we understand how our brains work," she says, "we stop fighting them. We start flying the plane."

What Equips Her to Help Others

"What is it about your mind and experiences that uniquely equips you to help others master their internal systems?"

Powell reflects:

"Being a mom of a child with ADHD gave me empathy. Thirty years as an educator gave me insight into the system. I've seen how easily students' gifts are overlooked. ADHD is a label, yes, but it's also a path forward. Neurodivergence can be a gift. We have the capacity to hyper-focus; each of us has something that lights our fire."

She emphasizes perspective:

"The conversation around ADHD as a negative label needs to shift. When I work with students, I show exceptional individuals with ADHD - Simone Biles, Justin Timberlake, Albert Einstein. It's how we view our brains that makes the difference."

For Dr. Christine Powell, mastering executive function isn't about perfection - it's about creating systems that let students navigate life with clarity, confidence, and resilience. From the regimented structure of military bases to the world-class classrooms of Singapore, she has seen firsthand how understanding the whole child transforms potential into achievement. Her work reminds us that neurodivergence is not a limitation, but a gift waiting to be harnessed, and that with empathy, guidance, and the right systems, every student can learn not just to survive - but to thrive.

"As an individual with ADHD, and also a parent of a child with ADHD, I did not always think of ADHD as a superpower, however, I have learned to harness my brain's power...and my passion is showing others how to do the same." - Dr. Christine Powell

About the Author

George Cassidy Payne is a freelance journalist, poet, and educator who writes on culture, education, and human potential. A 988 Suicide Prevention Counselor and community organizer, he brings curiosity and insight to stories that illuminate personal growth and social impact.

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