What If Holden Caulfield Received EF Tutoring? (It Would Be Phony...)
Holden Caulfield is the disillusioned, rebellious protagonist of The Catcher in the Rye by J.D. Salinger. A troubled teenager struggling with grief, identity, and the hypocrisy of the adult world, he narrates his story with cynicism and wit after being expelled from prep school. Throughout the novel, Holden longs for authenticity and connection but repeatedly pushes people away, revealing his deep loneliness and resistance to growing up.
If Holden Caulfield had received executive functioning tutoring, it likely would have been a disaster—at least at first. A well-meaning tutor might have tried to introduce planners, to-do lists, and structured study routines, only to be met with Holden’s classic mix of sarcasm, resistance, and outright dismissal. He’d probably call the tutor a phony and rant about how pointless it all was. The real challenge wouldn’t be teaching him how to organize his assignments—it would be getting him to care enough to try.
A skilled tutor, however, might recognize that Holden wasn’t ready for rigid systems and instead focus on just helping him survive the moment: catching up on late work, passing a class, or simply finding one assignment he could bring himself to complete. Over time, with trust and small wins, a tutor might help Holden realize that structure isn’t just another adult-imposed burden but a tool to make his life easier. But forcing it too soon? That would be like trying to shove a round peg into a square hole—doomed to fail.
Sometimes, the Best Academic Support Isn’t Executive Functioning Coaching—And That’s Okay
When parents seek tutoring for their child, they often hear about the benefits of executive functioning (EF) coaching—strategies to improve organization, time management, and planning. And while these skills are undoubtedly valuable, sometimes the best thing a student can receive in terms of academic support is tutoring that doesn’t focus on EF skills—at least, not yet. In many cases, students simply aren’t developmentally ready to internalize executive functioning strategies, and forcing these skills prematurely can be, again, like trying to fit a round peg into a square hole. Instead, the most effective tutoring approach may be to help the student with the immediate tasks at hand, allowing for future growth in EF skills when the time is right.
Meeting Students Where They Are
Not all students are ready—or willing—to engage in executive functioning coaching. While EF skills are critical to long-term academic success, some students struggle to grasp them at a given stage of development. Pushing them into an EF-focused approach before they’re ready can lead to frustration, resistance, and even a decline in motivation.
For some students, the most pressing need is to catch up on missing assignments, get through the upcoming test, or just complete tonight’s homework. In these cases, academic support should focus on what needs to get done now, rather than trying to overhaul the student’s entire approach to organization and planning. If a student isn’t ready to think about long-term strategies, forcing executive functioning coaching can actually be counterproductive, making the student feel even more overwhelmed.
The Right Approach at the Right Time
This doesn’t mean that executive functioning support should be dismissed entirely—just that it needs to be introduced at the right time. A skilled tutor will recognize when a student is in a place to start developing these skills and when they simply need a helping hand to manage the current workload.
By focusing first on immediate academic needs, a tutor can build rapport and trust with the student. Over time, as the student gains confidence and experiences small wins, they may become more receptive to learning broader skills like time management and organization. But rushing the process too soon can lead to resistance rather than growth.
A Tutor’s Role: Help Now, Support Growth Later
A great tutor understands that their role is not just about long-term skill-building but also about providing practical, immediate help when needed. Some students benefit most from a tutor who simply walks them through overdue assignments, clarifies concepts, and helps them stay afloat academically. And that’s okay.
While executive functioning skills are essential for long-term success, not every tutoring session needs to be a lesson in organization and planning. Sometimes, the best academic support is just about getting things done—right now, in the moment. The key is recognizing when a student is ready for the next step and waiting for that opportunity, rather than forcing it prematurely.
After all, learning is a journey, and the best support meets students exactly where they are, not where we think they should be.
For parents wondering whether their child needs executive functioning coaching or just targeted academic support, the answer depends on the student’s readiness. A good tutor will keep EF strategies in mind for the future, but they won’t force the issue before the student is prepared to engage with them.
Sometimes, just getting through today’s workload is the first step toward success—and that’s perfectly fine.
So, If Holden ever did come around to executive functioning tutoring, it wouldn’t be because someone forced him into it—it’d be because he stumbled into it himself, maybe realizing one day that keeping track of deadlines might actually save him some hassle. Until then, though, the best a tutor could do would be to help him survive the day-to-day grind, one overdue assignment at a time. Not every kid is ready for planners and color-coded schedules, and that’s okay. Try to force it too soon, and they’ll see the whole thing as…
Wait for it…
Phony.