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Kate, a white woman, smiling while posed standing on stately steps. She is wearing a colorful scarf.


Hi, I’m Kate (she/her)

I am so glad you’ve found Pillette Academic Life Coaching LLC. You are taking an important step to support yourself (or a student in your life) as you navigate your academic journey. My approach to academic life coaching is all about developing academic skills in the context of your values, goals, and identity as a learner.


I help students build executive function skills and learning strategies, and teach you how to navigate complicated emotions around frustration and avoidance, perfectionism and procrastination, goal setting and habit formation. My ultimate goal is for students to become independent problem-solvers and confident self-advocates.


This work is not just about boosting academic performance; it is about fostering a total change in your identity and self-esteem as a student. 

Mission & Values

Some student profiles that I particularly respect and enjoy working with include:


  • High school students preparing to transition to college

  • Students with disabilities (Autism, ADHD, learning disabilities)

  • Students managing mental health and/or chronic health conditions

  • Graduate students balancing multiple priorities at home, work, and school

  • Students on a leave of absence or gap year (you don’t need to be enrolled in classes!)

As an academic life coach, my mission is to help you identify the strengths, tools, and values that you already possess and learn how to apply that to your academic experience. I normalize that every person has a learning profile that includes weaknesses, and that some people need specialized instruction, accommodation, or inclusive design to fully demonstrate their unique talents and abilities. I know that there are systemic barriers inherent in our educational systems, most of which are founded on Eurocentric, neurotypical and ableist values. I celebrate and honor students who don’t fit the mold, who learn and think and communicate differently, who struggle with “how to do school” because our educational system was built too narrowly to recognize your special talents and ways of being.

I subscribe to a social model of disability and embrace identity-first language, though you’ll notice me using person-first as well to respect individual experiences. I also use the term disability rather than special needs, differently-abled, etc. I’m constantly evolving my understanding of ableism, from common microaggressions to disability representation in the media, and the chronic unemployment and underemployment of people with disabilities (including those with college degrees). I strive to create inclusive spaces for all types of learners, and am always thinking creatively about applications of universal design for learning.

Professional Credentials and Experience

I am a nationally-certified school psychologist, and earned my Master’s and Educational Specialist degrees in School Psychology from Tufts University. I have completed advanced training, and stay current on best practices, in general and special education topics such as: psychoeducational assessment, school-based counseling, learning science, human development, consultation, and social justice in schools. I am committed to continuing professional development in these and other areas. Professional memberships and associations include: National Association of School Psychologists (NASP), Association on Higher Education and Disability (AHEAD), Learning Disabilities Association of America (LDA America).

For a summary of relevant experience, please visit my LinkedIn profile.

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