Why Resolutions Struggle — And What Actually Helps Them Stick

Every January, students (and parents) start fresh with the best intentions.

“I’m going to stay organized.”“I’ll stop procrastinating.”“I’ll actually use my planner this time.”

And then… life happens.

School gets busy. Motivation dips. Old habits creep back in. Suddenly, those goals feel harder to keep up with, even though the desire to do better is still there.

Here’s the good news: this isn’t a motivation problem — it’s a brain-development problem. And once we understand the neuroscience behind habit formation, we can finally support students in ways that actually work.

The Brain Science Behind Habits

Habits live in the brain’s basal ganglia, while planning, prioritizing, and self-control live in the prefrontal cortex — the part of the brain responsible for executive functioning.

For children and teens, the prefrontal cortex is still under construction. In fact, it won’t fully mature until the mid-20s.

That means students are being asked to:

• Plan long-term goals

• Resist distractions

• Manage time independently

• Follow through consistently

…with a brain that simply isn’t wired to do those things automatically yet.

So when a resolution doesn’t stick, it’s not because a student “didn’t care enough” or “wasn’t trying.” It’s because habits don’t form through intention alone — they form through structure, repetition, and support.

Why Motivation Isn’t Enough

Motivation is emotional. Habits are neurological.

Motivation fluctuates based on:

• Stress

• Sleep

• School workload

• Confidence

• Emotional state

Relying on motivation alone sets students up for an all-or-nothing cycle:

• “I’m doing great!”

• “I missed a few days.”

• “I’ve failed.”

• “Why even try?”

What actually helps is building systems that don’t depend on how motivated a student feels that day.

What Helps Habits Stick Instead

Research shows that habits form most successfully when they are:

1. Small and specific“Get organized” is vague.“Clean out my backpack every Friday at 4 pm” is actionable.

2. Attached to existing routinesNew habits stick better when they’re paired with something already happening — after school, before dinner, during homework time.

3. Externally supported at firstStudents need modeling, reminders, and scaffolding before skills become internalized.

4. Practiced consistently (not perfectly)The brain learns through repetition, not perfection.

How Executive Function Coaching Fits In

This is where executive function coaching makes such a difference. At Just Start LA, we don’t just tell students what they should do — we help them learn how to do it, step by step.

EF coaching supports students by:

• Breaking big goals into manageable systems

• Creating routines that work with how a student’s brain functions

• Teaching planning, prioritization, and time-management explicitly

• Practicing skills together until they become familiar and automatic

• Adjusting strategies when something isn’t working — without shame

Instead of “try harder,” students learn:

• “What’s getting in my way?”

• “What system would help here?”

• “How can I set this up so future-me succeeds?”

That shift builds confidence, not burnout.

Progress Over Perfection

The most powerful mindset shift for students is understanding that success doesn’t come from doing everything perfectly — it comes from building habits that are realistic, flexible, and supportive.

When students feel supported instead of judged, their brains are more open to learning. When systems are clear, habits have a place to land. And when follow-through becomes possible, confidence grows.

That’s when change actually sticks.

A Final Thought

If resolutions have felt hard in the past, that doesn’t mean they weren’t worthwhile — it just means they needed more structure.

With the right support, the right systems, and an understanding of how the brain works, students can build habits that last — not just in January, but all year long.

And that’s exactly where executive function coaching comes in.