Every Brain Learns Differently.

Think About How Powerful That Is.

Our brains are one-of-a-kind

No two people learn in the same way. Yet many educational systems lack awareness of this reality. No matter how intelligent, neurocomplex learners run into roadblocks.

Learning the content? No problem.

Managing organization, deadlines and the day-to-day demands that surround the work? That’s where anxiety can take hold. This doesn’t make these students less capable. It simply means they need strategies that align with how their brains work. 

And while you may feel alone on this journey, you are far from alone.  There are proven ways forward.

I offer 1:1 online instruction in collaboration with your learner to set and meet their individualized objectives. 

Together, we identify what’s getting in the way and create practical solutions so they can thrive in school and beyond. I understand these challenges deeply and I know how to help learners navigate them with patience, structure, and encouragement.

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I’m Dr. Ann Spencer, an educator who helps anxious learners build confidence and skills by honoring their pace and finding strategies that fit the way they learn.

I began my career teaching English in grades 7–12 and later composition at the college level while earning my doctorate in education, studying how critical thinking and writing connect. After years in higher education and consulting for the New Hampshire Department of Education, I discovered my true calling while tutoring at a residential program for adolescents with anxiety and OCD, seeing firsthand how tailored support can change outcomes.

For the past seven years, I’ve focused exclusively on helping high school and college students with anxiety overcome learning barriers. My specialized approach combines empathy, structure, and research-based strategies that not only support learners but also give parents insight and tools to reinforce progress at home.

Instructional Services

Helping high school and college students with anxiety turn roadblocks into strategies for academic confidence and success.

  • Personalized Support for Anxious Learners

    Anxious to Learn provides therapeutic tutoring for learners who face barriers in academic settings due to anxiety or other learning differences. Sessions are one hour long, 1:1, and held online through Google Meet. Learners may schedule as many or as few sessions as they need; support is flexible and designed to fit the individual.

  • Support for Parents

    Anxious learners can make anxious parents. Ann provides parents with insights and strategies to better understand their child’s learning process, support them effectively at home, and advocate for them at school. Parents become partners in the process, equipped with tools to reduce stress and reinforce progress outside of sessions.

  • How it Works

    Working as a learner’s ally, Ann provides coaching that students can immediately apply in their schoolwork. Together, they build a “strategy toolbox,” offering steady guidance as they grow into their confidence and independence.

The Process

1

Identify Roadblocks

Learners share what feels overwhelming or stuck.

Set Objectives

2

Clear goals are agreed upon for the work ahead.

Ann introduces approaches
tailored to the learner’s needs.

Experiment with Strategies

3

Learners describe their experience, and together strategies are refined until they work.

Reflect + Revise

4

5

Grow Independence

As confidence builds, support naturally tapers, while tools and skills remain.

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What My Clients Say

  • "Ann Spencer is nothing short of incredible. My ability to break down larger tasks, such as essays or final projects, has gone from a weak point to a strong suit. Additionally, Ann helped develop my task and time management through numerous methods she acquired over her years of experience. I cannot recommend working with Ann more. "

    —Oliver B, student

  • "Ann has had a tremendous impact on my ability to plan, write and submit papers. Under her guidance I was able to gain a deeper understanding of how my brain worked and how to best do these things without allowing my mental illnesses to get in the way. I learned to trust my brain and let it work subconsciously while I focused on other things. She showed me how to set aside an important project to take a break and focus on less major tasks. Using these techniques I was able to complete my first paper in a year, write more prolifically than I ever have and begin to feel I can actually complete research papers."

    —Jack F, student

  • "After years of fighting about or giving up on homework, and despairing about our son’s ability to organize almost anything, we were introduced to Ann. She calmly changed the whole situation, helping him to break down assignments and to recognize when he was overwhelmed and needed to try a different strategy."

    —Bill B, parent

  • “After my work with Ann, I am able to approach a full course load with multiple assignments without avoidant behaviors. I have also become proficient in communicating with professors about deadlines, and reaching out for help when I need it.”

    —Hugh B, student

  • “Ann is very good at helping me write the essay that is in my head. When I go to write I ask myself "What do I want to say?" instead of "What is a thesis I can prove?" because this is how I am able to find motivation to write. Unfortunately I am prone to getting tripped up as I jump from idea to idea. What is unique about Ann is that she focused on helping me capture my own ideas and write what is meaningful to me. Whereas others tried to help by getting me come up with claims that fit in pretty little outlined boxes. Ann was the only person to recognize that that was not what I needed.”

    —Ava Y, student

  • “Ann has been a strong integral part of our son's academic team starting in high school. Her extensive and flexible executive function knowledge has transformed our son from complete avoidance of writing assignments to research papers and weekly compositions. Her support has helped him to build his confidence and achieve his goal of attending college.”

    —Julie F, parent

  • “Over the last four years I have been working with an incredible, compassionate learning specialist, Ann Spencer, who was truly integral to my success in college and ultimate graduation. If students felt they wanted sustained executive function/anxiety help, during and/or beyond the school year like during the summer, Ann would be a wonderful person to contact.”

    —Morgan F, student

  • “We ​​did not realize our son had ADHD until he entered college. However, it became clear in college that there were challenges that our son did not know how to address. We as parents stepped in but that impacted his agency and self-confidence, increasing his depression and anxiety. We were referred to Ann, who was a breath of fresh air. She understands the neurodivergent brain! She educated us and our son on how it works differently and provided techniques to overcome that. She also connected easily with our son, developing a trust so that he felt validated and supported in his journey. Working with Ann gave control back to our son, and us the confidence he had a resource to address the issues.”

    —Katie S, parent

  • “Ann Spencer has the recipe for success! Ann motivates students to succeed by showing them what they are already capable of, while providing them with concrete steps and strategies to allow them to face their challenges. Ann applies just enough pressure to get results. Her confidence in our student has made him more confident in himself, and he remarks frequently how much he values his work with her. Working with Ann has been a game-changer for our family.”

    —Susanne F, parent

  • “I am a licensed clinical social worker specializing in outpatient therapy with adolescents and young adults who struggle with executive functioning and mental health challenges. I met Ann Spencer about 5 years ago, and since then we have collaborated on numerous shared clients. Ann’s expertise in executive function and academic support has been transformative for the young people we work with. Her skill, compassion, and unwavering commitment give students both the tools and the confidence they need to thrive. Her support has made the difference in my most difficult cases.” . . . .Kristi R., Therapist

Frequently
Asked
Questions

  • I work with a wide range of learners up through early adulthood. My practice focuses on high school juniors and seniors and college students since this is when anxiety-related challenges are most likely to show up. If you have a younger child in need of support, you’re welcome to schedule a free consultation. I can share more about our approach and together, evaluate whether it may be the right fit for your child.

    Some learners aren’t currently enrolled in school, and that’s perfectly fine. We can use simulated coursework and real-life tasks to practice and strengthen skills. The goal is the same: building confidence, strategies, and independence that carry into whatever comes next: school, work, or everyday life.

  • Many learners begin the school year feeling confident, only to find their anxiety increases as assignments pile up and workloads become more demanding. My process is designed to welcome learners at any point in the school year, so support is always available when it’s needed most. That said, I encourage starting early whenever possible. Building strategies from the beginning sets a strong foundation that makes the entire year feel more manageable.

    If you’re considering whether this is a good fit for your student, I offer a free initial consultation. In this first meeting, I will listen closely to understand the barriers you’re facing and how you’ve already tried to address them. You’ll get a feel for whether my expertise might be helpful. Following our meeting, I’ll send you a draft set of objectives for your review and adjustment. From there, you’ll know whether the approach feels right for you.

  • Scheduling is simple. Just use my appointment link to choose an available time from my calendar. If you don’t see a slot that works for you, reach out and I’ll do my best to make arrangements that fit your schedule. And remember, you’ll need a Google account to attend the session.

    Many clients meet once or twice a week, while others check in more or less frequently depending on their goals. What matters most is consistency. Learners tend to make the most progress when appointments are regular and predictable.

  • We meet online through Google Meet, a secure and easy-to-use video platform. All you need is a Google account to get started. During each session, we share screens, documents, or assignments as needed — just like sitting side by side, but from the comfort of your own home.


    Most sessions last about an hour. That said, every learner’s needs are different. Sometimes a quick check-in is all it takes, and other times we may work longer to meet a deadline or finish a project. We keep things flexible — sessions can be adjusted as needed, and fees are prorated in 15-minute increments.

  • Hour-long sessions are $250. This includes personalized, one-on-one support tailored to each learner’s needs. Many families find that even a few sessions make a lasting difference in confidence and skills.

  • Every learner’s journey is different, but here’s what I often see:

    • Immediate relief: Sometimes just knowing someone understands and “has your back” lowers anxiety right away.

    • Quick wins: Barriers that feel overwhelming can often be eased with a few simple, effective techniques.

    • Longer-term growth: More complex, ongoing challenges may require consistent support over several semesters.

    • As-needed check-ins: Some clients taper off when they feel ready and then return for support when a new academic situation brings fresh challenges.

    At the start of our work, we set clear, measurable goals together. Every quarter, we check in with a self-assessment to see what’s working, what’s improving, and where we might adjust.

    You’ll also notice progress in day-to-day life — when school or work demands start to feel easier, when overwhelm and triggers happen less often, and when the student feels more confident handling tasks that once felt impossible.

    Progress is always measured against your goals. Clients remain in control — if at any point the work isn’t useful, you’re free to stop. Our goal is always to “work ourselves out of a job”: sometimes a few sessions are all it takes to resolve a challenge, while other times longer support is needed.

  • If you can’t make a scheduled appointment (life happens, we understand!):

    • 24+ hours before your session: Text Ann to reschedule or cancel the appointment. You’ll receive a full refund within 5–10 business days.

    • Less than 24 hours before your session: Please text me first to see if we can find a mutually convenient reschedule. If we can’t, the appointment is considered missed and the full session fee applies.

    If you’re unsure what applies to your situation, just reach out. I’m happy to help.

    If you’re running late, please send a text so I know you’re on your way. If I don’t hear from you, I’ll send a reminder about 10 minutes after the scheduled start. If there’s still no response, I’ll keep the meeting open until 20 minutes past the start time. After that, the session will be considered missed.

  • The organizational and task demands of a professional career mirror many of the same skills college students need: meeting deadlines, managing presentations, preparing for meetings, handling multiple communication platforms, and keeping track of details. You may fully understand your job but still feel stuck when it comes to how to carry it out, especially under pressure in a competitive environment.

    Many adults with late or undiagnosed ADHD have relied on intelligence and hard work to compensate for executive function challenges. As the demands of work, home, and community increase, this can become exhausting, leading to anxiety, avoidance, or burnout.

    I draw on my experience as a faculty supervisor, graduate advisor, and coach to help adult professionals develop strategies that bring clarity, confidence, and control. My work with adults is discreet, non-judgmental, and often coordinated with a client’s mental health professional for full support.

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