How Isabel Balcárcel Went From Teaching in Guatemala to Growing Her Own Executive Function Coaching Practice
- Sean G. McCormick
- Apr 28
- 8 min read
Before Isabel became an executive function coach, she was already working as a teacher and helping students strengthen their executive function skills through school based workshops.
Her interest in this work grew as she saw the same pattern show up again and again in Guatemala.
Capable students were struggling to organize themselves, manage their time, turn in assignments, cope with stress, and keep up with school demands.
Meanwhile, many parents knew something was getting in the way, but did not always have the language, tools, or strategies to support it.
Isabel got certified through EFCA because she wanted a clearer framework to work one on one with students in Guatemala, more confidence in her coaching process, and practical business knowledge to help her turn this passion into a professional service.
In this interview, Isabel shares why executive function coaching is needed in Latin America, how certification helped her move from informal support to paid coaching, and what she has learned as she grows her practice while continuing her work in education.👇
What is Isabel's Background?
Isabel Balcárcel is an educational psychologist and executive function coach in Guatemala who has spent more than 10 years working in education, mainly as a teacher.
Since finishing college, she has been especially interested in executive functions and how different students learn.
She loves helping students understand what works best for them, instead of forcing every kid into the same system and acting shocked when it does not work.
Today, Isabel works as a teacher, provides executive function coaching, and even leads workshops on executive function for parents and students.
She plans to reduce her teaching hours so she can devote more time to growing her executive function coaching practice, In Focus.
Connect with Isabel:
Instagram: @infocusef.gt
Here is the full interview👇
1. What were you doing professionally before becoming an executive function coach?
I currently work full-time as a teacher at a school, and I began offering personalized support for executive function skills last year (2024).
So far, I’ve managed to balance both jobs, but next year I plan to spend less time teaching so that I can work with more students.
2. What inspired you to become an executive function coach, and what made you choose this certification program specifically?
For several years now, I’ve been passionate about helping students develop and strengthen their executive functions.
To that end, I’ve led group workshops at the school where I work.
I started working with the support of two good friends, one encouraged me to study more and get in to the executive function field and another still helps me with evaluations on EF skills when parents need it.
Early last year, I began wanting to offer one-on-one sessions, but I wanted to obtain some form of certification to validate my professional credentials.
I searched online and found the “Executive Function Coaching Academy.”
I was surprised to discover that so many others were also dedicated to this field!
I decided to take this specific program because it aligned with my professional goals, and also because I needed a framework to better structure the sessions and gain business know-how.
Additionally, the fact that it was a short, asynchronous course fit well with the time I had available to dedicate to training as an EF coach.
3. Why do you believe executive function coaching is especially needed in Latin America right now?
I believe that EF coaching is especially needed in Latin America right now because school programs often fail to provide the tools needed to develop executive functions.
In addition, there are students with learning disabilities, ADHD, or ASD who aren’t receiving the necessary support in this area, and, as is the case in other countries, young people are easily distracted by the use of electronic devices.
Having worked in the field of education for several years, it is common during meetings with teaching staff and parents to hear that students often underperform due to deficits in executive function:
they struggle to organize themselves
fail to turn in assignments on time
have difficulty managing their time
and find it hard to cope with stress effectively
4. What challenges were you seeing in students, families, or adults in your country that made this work feel important to you?
The challenges I have observed are:
the lack of opportunities for students to acquire the tools needed to develop executive functions
some parents are unaware of the topic of executive functions and their importance in their children’s developmental progress
parents lack strategies to provide these skills to their children
it is common to find that the parents themselves lack executive function skills
during adolescence, it is difficult for parents to have the “authority” to convey the importance of these skills to their children; they often respond better to guidance from another adult
5. What was your biggest fear or hesitation before enrolling in the certification course and how do you feel about that now?
My biggest concern before taking the certification course was whether it would have a real impact on my work.
Both during and after the course, I feel it was worth taking because it not only gave me concrete tools to establish a framework for my sessions but also gave me confidence in what I was doing.
The cost was another factor that made me hesitate, but I consider it a good investment in both the short and long term.
After finishing the course, I started working with two students.
6. Was there a turning point in the course where you felt, “I can actually do this”? What helped you get there?
Yes, Sean’s question at the start of each session helped me assess my mindset regarding whether I felt ready or prepared to do EF coaching.
In addition, the live Q&A sessions were helpful in addressing the fears and challenges I faced, as well as talking with Sean and meeting other people who had just started working in this field or those with more experience.
7. For someone whose first language is Spanish, what would you want them to know before considering this field? What would you say to someone who thinks this career path only works in the U.S.?
One thing you should consider before working in this field is understanding the personal strengths required to pursue a career in executive function coaching, such as the ability to connect with people and the skill to communicate and teach executive functions.
I believe this career path is not limited to the U.S.
It’s something that both parents and professionals in educational institutions view as a priority today, since executive functions are key to students’ progress not only in academics but also in other areas of their lives.
8. How did you get your first paying client? What steps did you take and what did you learn from that experience?
Since the beginning of the year, I had been working with two students without having taken the course.
I didn’t have a clear structure, nor did I know how to set an exact rate.
In September, I began working with my first client after taking the course; by then, I had a clear plan in place.
I was referred by a school counselor who knew I was working on executive function skills.
Other students I’ve had have come through referrals from parents and school counselors.
9. What does your coaching business look like today (e.g., client load, income, hours, structure)?
This year I’m still working at the school, so my goal has been to tutor two students per week.
The school year in Guatemala began in mid-January.
In February I started working with one student, and in March I began working with another.
My service proposal is:
8 sessions: Q. 2,240.00 (~ $294)
12 sessions: Q. 3,300.00 (~ $432)
each lasting 45–50 minutes
Although the income is lower than in the US, I consider this a reasonable price for my country, taking into account the cost of psychological or educational therapy.
I see students at their homes, but only if they live in the area near mine.
I also see students at my own home and offer online services.
10. What tools, lessons, or systems from the certification have made the biggest difference in your ability to coach or grow your business?
Set up a lesson plan and a reasonable rate
Ask questions that encourage my students to think critically and grow
Strategies to gain clients
Have conversations with parents before starting lessons
Use digital tools to help my students stay organized and set personal goals
11. What challenges have come up as you’ve grown, and how have you worked through them?
Due to parents' schedules, I have sometimes had to reschedule sessions.
So I have had to stay in constant communication with the parents.
12. What impact has this work had on your clients and on your own personal or professional life?
The impact this has had on my students is that they experience a sense of accomplishment.
They are able to achieve their personal goals and improve their grades.
I believe this service also benefits parents, as they see their children become more independent and confident.
For me, it is a source of satisfaction to be able to provide this support to my students.
The impact it has on my professional life is profound, as I can combine my teaching experience with my knowledge as an educational psychologist.
13. What does success mean to you as an EF coach, and how has that evolved since starting this journey?
Success as an EF coach means being able to contribute to the field of education from a different perspective.
I’ve seen how my approach has evolved—from starting out with group workshops to now working on a one-on-one basis.
Although I still lead workshops, I see the impact that individual work has, where students have the space to become more aware of their strengths and weaknesses, and to improve and make progress on their learning journey.
Part of this evolution is that this month (March) I was able to give two talks for parents on “organization” and a workshop on the same topic to seniors at a different school.
I also notice that more people associate me with EF coaching, and I’ve received more requests to help young people.
14. What is your technology stack?
The essentials for my sessions are a laptop and digital and printed materials, such as worksheets, which I usually provide to my students to help them stay organized.
Thank you Isabel!
Isabel’s journey began with a problem she kept seeing in real time: capable students were being asked to manage school without the executive function tools they needed to succeed.
Her story is a powerful reminder that executive function coaching is not limited to one country, one language, or one type of school system.
When schools and families do not have enough tools to support executive function development, coaches like Isabel can step in with practical strategies, steady guidance, and a whole lot more patience than a missing assignment portal deserves.
Thank you, Isabel, for sharing your journey and for helping expand this work for students and families in Guatemala!
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About Isabel
My name is Isabel Balcárcel. I’m a 33-year-old educational psychologist, and I’ve been working in education (mainly teaching) with young people for over 10 years.
Ever since I finished college, I’ve always been interested in executive functions. I enjoy learning how each student learns and helping them discover what works best for them.
In 2024, I began working one-on-one with students who need support with executive functions. In June, I started my certification with EFCA because I wanted to gain professional recognition for my services and the knowledge of making it a career for me.
I currently work as a teacher, provide EF coaching, and lead workshops on executive functions for parents and students.
My plan for next year is to cut back on teaching so I can devote more time to EF coaching.
Connect with Isabel👇
Instagram: @infocusef.gt