What are executive functioning skills?
Executive functioning skills are foundational for school and life. They allow us to coordinate and complete tasks. It’s important to emphasize that I am referring to skills that must be taught, practiced, and developed at different stages and ages.
Such skill areas include planning, problem-solving, decision-making, following through, working memory, deciding what’s important, paying attention, regulating emotions and impulses, ignoring distractions, and staying flexible.
Students rely on executive functioning throughout the school day, extracurricular activities, study and homework time, and family/social interactions.
Regardless of a student’s capability, if they struggle with executive functioning skills, they may have difficulty demonstrating their full potential at school and with the other demands of adolescence.
For many reasons, executive functioning skills are incredibly important to develop and are critical for success in school settings. Many schools intentionally incorporate these skills as part of instruction. However, executive functioning challenges are common, and some students will still need additional direct practice and support from caring adults like parents, teachers, or a learning coach.
It takes skills (and a lot of energy) to manage all the things you have to do for school and activities, much less do them…
These skills include:
Organization: keeping track of things, knowing what you have to do, deciding what’s important, following through
Time management: planning time, making decisions
Problem-solving: asking for help, using resources
Remembering: working memory, study/retention/processing skills
Paying and sustaining attention: limiting distraction, using timers, knowing what is important, taking notes
Regulating emotions: preparing for work, using tools for frustration, asking for help, demonstrating tenacity, regulating feelings and impulses, using reward systems or charts, ignoring distractions, being honest with oneself about effort and performance, staying positive
Staying Flexible: using feedback, practicing adaptability, shifting gears efficiently
Challenges with these skills manifest in many ways.
Students who struggle with executive functioning may:
…have messy binders, backpacks, homework spaces, and rooms.
…often forget materials, assignments, events, or responsibilities.
…complete assignments but forget to turn them in
…struggle to prioritize time and energy for what’s more pressing or important.
…become easily distracted during schoolwork or social time, especially by technology.
…work inefficiently or take much longer than expected to complete homework.
…have trouble seeing “the big picture” when studying complex material.
…need help starting assignments, especially longer-term projects or writing assignments.
…become frustrated, exhausted, or irritable during independent homework time.
…spend adequate time studying for a test but underperform. Have trouble remembering what to do when working on assignments or doing chores.
…exhibit social “drama” and have trouble being aware of and managing emotions.
…feel scattered, often having difficulty prioritizing tasks to reach their goals.
…find it difficult to ask for help because they aren’t sure what they need.
…feel like they are struggling but aren’t sure why.
…work hard but don’t get the outcomes they want.
…resist using tools or systems that might work for another student or adult.
…find it challenging to advocate for themselves with adults they perceive are frustrated with their behavior.
I help hone skills and systems and teach tools that can help students and families manage these challenges.
Learning Differences/Disabilities and Executive Functioning:
Through the process of an educational psychological evaluation, children can be diagnosed with many different learning disabilities. As a part of this process, accommodations and interventions are recommended to target specific challenges and deficits. Some children are specifically diagnosed with an Executive Functioning Disorder (EFD). Many children who are diagnosed with other specific learning disabilities will also benefit from executive functioning skill interventions. An educational psychologist can recommend whether executive functioning coaching is a priority in your child’s intervention plan.
As mentioned, some children do not have a specific learning disability but need extra support with executive functioning skills, just as some might need support with a specific academic subject.