Gina Hester

Gina Hester, M.Ed., ADHD-CE — ADHD & Executive Function Coach for Students and Parents

Gina Hester helps children, teens, college students, and parents build practical skills for school, home, and everyday life. With a background in education and ADHD-focused coaching, she supports families with executive function challenges such as organization, planning, task initiation, emotional regulation, homework routines, motivation, and follow-through. Gina also works directly with parents to create realistic systems that reduce daily frustration and help children become more confident and independent.

Accepting New Clients
Specialties
ADHDAcademically At-Risk StudentsCollege Adjustment IssuesExecutive Functions Skills for Parents and AdultsParent CoachingSocial and Emotional Student Support
Services
Coaching Academic Coaching Executive Function Coaching
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About

Thank you for considering me to be part of your journey!
​
I’m passionate about helping people of all ages succeed – whether that’s boosting a child’s academic skills, helping parents navigate routines, behavior, and academics, or coaching adults and professionals to manage the demands of career and home by building sustainable systems for success.

With a background in education, I’ve worked extensively with students and families facing academic, behavioral, and social-emotional challenges. Many challenges are often connected to executive function skills like emotional regulation, planning, task initiation, and follow-through.  My work with students, parents, adults, and professionals focuses on translating brain-based strategies into practical growth and independence at every stage of life.

As a wife of 30 years, mom of two daughters, and busy professional, I understand the real-life struggles ADHD can bring. My approach is collaborative, strengths-based, and grounded in strategies to help you build executive function skills, create sustainable habits, and make lasting progress.

In addition to Executive Function coaching, I work year-round with students and parents to support learning, motivation, and school success. Wherever you are in your journey, I’m here with the tools, structure, and encouragement to help you thrive – one step at a time.

Education

BS -Early Childhood Education, University of North Georgia M.Ed - Early Childhood Education, Valdosta State University Certified PreK-5th grade general education Certified ADHD Educator

Accreditations

ADHD-CE Badge

Licensed In

  • Georgia
  • Florida

Session Format

  • In-Person
  • Virtual

Clients Served

  • Children
  • Teens
  • Adults
  • Ages 3 & Up

Payment

  • Self-Pay

$50

30-Minute Session

$90

60-Minute Session

ADHD

What this specialty means

ADHD-focused support addresses the lived experience of attention-deficit/hyperactivity disorder, a neurodevelopmental condition that can involve challenges with attention, time, impulsivity, hyperactivity, and working memory. Support may include psychoeducation, practical skills training, and collaborative problem-solving tailored to age and context. In this setting, coaches typically help translate goals into systems and habits; psychotherapists may address emotional regulation, self-esteem, and patterns that maintain stress; and medical care, when appropriate, is managed by licensed prescribers outside coaching or talk therapy. Care aims to be strengths-based and neurodiversity-affirming.

Why people seek support

People may seek ADHD-focused support when they notice persistent difficulty starting or finishing tasks, losing track of time, inconsistent performance, or frequent overwhelm despite effort. Others come after a new diagnosis, during life transitions like college, career changes, or parenting, or when relationships are strained by forgetfulness or impulsivity. Some want strategies for school or workplace accommodations, to understand rejection sensitivity or emotional swings, or to explore whether ADHD may fit their history and obtain referrals. Many are simply looking for compassionate structure that aligns with how their brain works.

Typical goals

Together, you and a qualified professional may clarify priorities, map strengths, and co-create routines for planning, time management, task initiation, and organization. You might practice cueing, externalization, and environmental design; build skills for emotional regulation, impulse pauses, and communication; and develop advocacy language for school or workplace needs. Sessions may include tracking experiments, adjusting accountability supports, and preparing questions for medical providers if considering medication. Over time, goals often include reducing shame, increasing self-trust, and crafting sustainable systems that flex with energy, demands, and values.

Trifecta Health educational information. For educational purposes only—not a diagnosis or a substitute for professional medical advice.

Read more about ADHD and view providers

Academically At-Risk Students

What this specialty means

Academically at-risk students refers to learners whose grades, course completion, or school engagement are vulnerable because of intersecting barriers. These can include executive-function difficulties, learning differences, stress, trauma, language or cultural transitions, unstable housing, financial strain, caregiving responsibilities, health conditions, or limited support. In a mental-health and coaching context, support focuses on strengths, belonging, and practical skills. Services may include academic coaching, counseling, collaboration with families and educators, and referrals for evaluation or medical care when appropriate. The term is not a diagnosis; it signals a need for equitable, tailored help to sustain learning.

Why people seek support

People may seek support when they notice slipping grades, missing assignments, or a sense of overwhelm that makes school feel unmanageable. Situations might include test anxiety, perfectionism, procrastination, inconsistent attendance, difficulty with reading loads or note-taking, or confusion about online platforms. Transitions to middle school, high school, or college, being first-generation, balancing work or caregiving, grief, bullying, or identity-based stress can compound challenges. Families and students may want a neutral ally to problem-solve, explore accommodations, coordinate with teachers, and rebuild motivation before setbacks escalate further.

Typical goals

Collaborative goals may include clarifying priorities and a realistic course load; building time management, planning, task initiation, and study techniques; practicing active reading, note-taking, and test-taking strategies; reducing avoidance by breaking work into steps; and designing sustainable routines for sleep, movement, and screen time. Students might strengthen self-advocacy, communicate with teachers, and navigate tutoring, advising, or disability services and accommodations when eligible. Coaching typically emphasizes skills and accountability; psychotherapy may address emotions and behavior patterns; medical care may evaluate health conditions—professionals can coordinate referrals as needs emerge.

Trifecta Health educational information. For educational purposes only—not a diagnosis or a substitute for professional medical advice.

Read more about Academically At-Risk Students and view providers

College Adjustment Issues

What this specialty means

College Adjustment Issues refers to support for students navigating the transition into and through college, where new academic demands, social environments, and independence can feel overwhelming. This specialty addresses challenges like time management, homesickness, imposter feelings, roommate dynamics, financial stress, and cultural or language shifts. Depending on needs, support may involve counseling to process emotions, skills-focused coaching to build routines and study strategies, and referrals to medical or campus services when health concerns arise. The emphasis is compassionate, practical guidance that respects each student’s background, identities, and goals.

Why people seek support

People often seek help for college adjustment when routines that worked in high school no longer suffice, workloads mount, or procrastination erodes confidence. Others reach out after feeling isolated, navigating roommate or dating tensions, managing a job alongside classes, or confronting pressure around substances or party culture. International, first‑generation, transfer, neurodivergent, and returning students may want a sounding board for cultural shifts, access needs, or identity exploration. Support can also be useful during test-heavy terms, after a disappointing grade, or when changes at home, grief, or illness disrupt focus and motivation.

Typical goals

Working with a qualified professional, students might co-create plans that fit their strengths: time management systems, effective study habits, and balanced routines for sleep, meals, and movement. Sessions could focus on coping skills for stress and uncertainty, communication and boundary setting with roommates or family, and strategies for healthy digital use and social engagement. People may practice self-advocacy with faculty, explore accommodations, map campus resources, and clarify values to guide majors or extracurriculars. When appropriate, they could plan steps for safety and help-seeking, and reduce reliance on unhelpful coping patterns.

Trifecta Health educational information. For educational purposes only—not a diagnosis or a substitute for professional medical advice.

Read more about College Adjustment Issues and view providers

Executive Functions Skills for Parents and Adults

What this specialty means

Executive Functions Skills for Parents and Adults refers to coaching- and skills-based support that helps people strengthen everyday abilities like planning, organization, time management, working memory, task initiation, prioritization, emotional regulation, and cognitive flexibility. It focuses on practical tools for home, work, and caregiving roles, acknowledging the real-world pressures of busy families and modern workplaces. Services may be offered through coaching or psychoeducational counseling, and can complement psychotherapy or medical care when those are part of someone’s plan. This specialty teaches strategies without diagnosing conditions, prescribing medication, or replacing medical attention.

Why people seek support

People may seek support when daily logistics feel unmanageable, deadlines slip, or clutter and digital distractions drain focus. Parents might want help coordinating school schedules, routines, and shared responsibilities, or modeling planning skills for children. Adults may be navigating transitions such as a new job, returning to school, remote work, caregiving, or life after burnout, and want steadier follow-through. Others are looking for compassionate accountability to start tasks, reduce procrastination, or balance competing roles without constant crisis-mode. This specialty offers structured guidance that can stand alone or complement therapy and medical care as needed.

Typical goals

Together, you and a qualified professional may define realistic priorities, build sustainable routines, and select planning systems that fit your context. Goals often include breaking projects into steps, estimating time more accurately, setting cues and boundaries for technology, and designing environments that reduce friction. You might practice emotion regulation under pressure, improve communication for delegating and sharing household or team tasks, and create buffers to handle interruptions. Progress typically involves testing strategies, tracking what works, and adjusting plans with self-compassion so that daily life becomes more predictable and aligned with your values.

Trifecta Health educational information. For educational purposes only—not a diagnosis or a substitute for professional medical advice.

Read more about Executive Functions Skills for Parents and Adults and view providers

Parent Coaching

What this specialty means

Parent Coaching is a collaborative, skills-focused service that supports caregivers in navigating everyday challenges while strengthening connection with their children. A coach helps translate family values into practical routines, boundaries, and communication strategies tailored to a child’s age and context. Sessions emphasize action, reflection, and practice rather than diagnosis or treatment. Parent coaching is not psychotherapy or medical care, though it may complement them and encourage collaboration with clinicians or schools when appropriate. The approach centers on doable steps, compassion, and consistency to build confidence at home.

Why people seek support

Caregivers might seek parent coaching when daily routines feel chaotic, power struggles are frequent, or past strategies no longer work. Common situations include bedtime battles, homework resistance, screen-time conflict, sibling tension, transitions like starting school or a move, and coordinating co-parenting across households. Some families want guidance for big emotions, social challenges, or attention and sensory differences without pursuing therapy, or alongside it. Others hope to align on roles, share a common language, and reduce stress. Coaching offers structured support to try new approaches and evaluate what fits their family.

Typical goals

With a qualified coach, parents may clarify values and priorities, create predictable routines, and practice calm, consistent limit-setting. Together you might rehearse communication skills, de-escalation, and emotion coaching, and co-design plans for mornings, bedtimes, mealtimes, or transitions. Families often aim to strengthen connection, increase follow-through, and foster problem-solving, responsibility, and empathy. Sessions could include aligning co-parents, coordinating with schools, and planning for digital safety and chores. Another goal is building caregiver self-regulation and stress-management tools, plus knowing when to consider psychotherapy or medical consultation if concerns extend beyond coaching’s scope.

Trifecta Health educational information. For educational purposes only—not a diagnosis or a substitute for professional medical advice.

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Social and Emotional Student Support

What this specialty means

Social and Emotional Student Support focuses on helping learners of all ages understand feelings, manage stress, and navigate relationships alongside academic demands. Depending on needs, it may include brief counseling, skills coaching, problem-solving, and guidance on accessing school or community resources. Supportive conversations can help students build emotional literacy, resilience, and healthy routines in a confidential, developmentally appropriate space. While some services resemble coaching for practical habits, others draw from counseling approaches for coping and adjustment; medical evaluation and psychotherapy would be coordinated separately if more intensive care is needed.

Why people seek support

Students and families may seek this support when school pressures feel overwhelming, motivation drops, or frequent worry, test stress, or perfectionism gets in the way of learning. It can also help with peer conflict, bullying, social isolation, transitioning to a new grade, school, or country, adjusting to online or campus life, or balancing academics with extracurriculars or work. Some reach out after family changes, grief, or a disciplinary event. Others want a neutral space to practice communication, self-advocacy, and identity development. It is not a substitute for emergency or medical care.

Typical goals

Collaborative goals typically include increasing self-awareness and emotion regulation, building coping strategies for stress and anxiety, and strengthening communication, boundary-setting, and conflict-resolution skills. Students might work on executive functioning—planning, organization, study routines, and test-taking approaches—plus healthy sleep, screen, and social media habits. Support may include exploring values, motivation, and decision-making, fostering belonging, and practicing help-seeking and self-advocacy with teachers or disability services when appropriate. With consent, coordination with caregivers or educators could enhance consistency. Referrals to psychotherapy or medical providers may be discussed if additional care is indicated.

Trifecta Health educational information. For educational purposes only—not a diagnosis or a substitute for professional medical advice.

Read more about Social and Emotional Student Support and view providers
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