Devin Donahue

Executive Functioning Tutor & Educational Tutor

Devin Donahue is currently pursuing a Masters in Social Work from Columbia University, with a focus on Health and Mental Health. She is expected to graduate in May 2026. Previously, Devin attended the University of Colorado Boulder, where she obtained a Bachelor of Arts in Psychology with a minor in Public Health. For the past two years, Devin has worked in NYC public schools where she has gained experience providing one-on-one counseling to high school students, and creating tailored treatment plans to address emotional, academic, and personal challenges. She has also led small group counseling sessions to help students develop self-regulation, communication, and conflict resolution skills. Devin has also participated in interdisciplinary team meetings to design academic support strategies and enhance holistic care approaches for students.

In both my academic and clinical work, I’ve seen how emotional well-being, confidence, and learning are deeply connected. As a coach, I aim to support students not just with the material itself, but with the underlying skills and mindset that help them to feel capable and motivated. I’m especially drawn to working with adolescents, because I believe this stage of life is full of both vulnerability and potential. My approach is grounded in empathy, cultural humility, and evidence-based practices. I strive to meet each student where they are, using a strengths-based lens to support growth, resilience, and self-advocacy. 

I aim to help students break down assignments into manageable steps, create realistic study plans, and find strategies that fit their unique learning styles. Whether we’re working on executive functioning, writing skills, or navigating school-related stress, my goal is always to meet students where they are and to support their emotional and educational growth.

I bring empathy, structure, and curiosity to the work, drawing on my training in social work, psychology, and public health. Tutoring is more than academic instruction to me; it’s an opportunity to build trusting relationships and help young people feel seen and supported in every aspect of their learning. I welcome opportunities to support students dealing with stress, anxiety, family transitions, identity development, and academic pressures. I’m always looking to grow professionally and am open to collaboration, consultation, and continued learning.