According to the Annual Review of Psychology, executive function refers to “a family of top-down mental processes needed when you have to concentrate and pay attention.” Simply put, executive functions are the brain’s management system. A powerful visual metaphor for executive function is an orchestra conductor. Just like the conductor selects what music an orchestra will perform, how it will be interpreted, who will play what and when, and at what tempo, executive functioning allows people to activate awareness, plan, set goals, and get things done. Think of executive functions as the brain’s project management system.

Now think of a school-aged child or teen. Imagine their brain as the inside of an average student’s backpack—only, instead of paper, school supplies, and leftover lunches, thoughts are flying all around. One minute, students might be thinking about a research project or a test, the next, they suddenly remember the funny joke a friend told them or ponder what to wear to prom and how many pictures to post. Not surprisingly, with so many thoughts coming and going, things can get messy and inefficient, possibly overlooked.

Executive functions are not just about academic performance; they also help shape students’ self-beliefs. Students with strong executive functioning skills often have a more positive self-image and a stronger belief in their ability to control their learning and academic outcomes. On the other hand, students with underdeveloped executive functioning skills may struggle with a poor self-image and a sense of hopelessness about their academic abilities, potential, and long-term goals. Understanding the role of executive functions can help trusted adults empathize with the challenges students face and support them appropriately.

 

What Are the Executive Functions?

In summary, there are three main areas of executive function: working memory, cognitive flexibility (a.k.a. flexible thinking), and inhibitory control (which includes self-control). Practically speaking, within these three categories, there are between 9-12 discrete skills that typically develop between the ages of 13-25. Examples of these skills or executive functions include: task initiation and completion, planning and prioritizing, organization, time management, self-care, emotional regulation and self-monitoring, the ability to understand different points of view, self-regulation (the ability to manage and organize thoughts and convert them into skills used for learning), and goal-directed persistence (aka grit).

How do I Know if My Child or Teen is Struggling With Executive Function Skills? 

Ask Yourself These 14 Questions

1. Is your student underperforming relative to ability?
2. Does your student have difficulty initiating tasks?
3. Does your student have difficulty completing tasks in a timely manner?
4. Does your student leave the house unprepared? 
5. Does your student struggle to manage their time?
6. Does your student find it challenging to organize their thoughts?
7. Do you feel like you are managing your student’s academic life (i.e., you are operating like their pre-frontal cortex)?
8. Does your student struggle to follow directions?
9. Does your student struggle with multi-step instructions?
10. Does your student struggle to prioritize effectively?
11. Does your student often forget what they just read or heard?
12. Do you feel that you are constantly battling your student to do things that seem obvious and easy to you?
13. Does your student struggle to switch from one task to another?
14. Does your student fixate on things and feel overly emotional?

Note: If this looks and sounds like ADHD, that’s because people with ADHD frequently also struggle with executive functioning. However, it is important to note that not all people with underdeveloped executive function skills have ADHD.

 

Ultimately, underdeveloped executive function skills can make it seem like students aren’t ‘working hard’ or ‘aren’t intelligent and/or capable.’ However, that is not the case. Rather, people who struggle with executive function issues may have to work significantly harder than others to achieve desired results.  Over time, the additional effort required can be exhausting and discouraging, potentially resulting in burnout and/or capitulation. 

Needless to say, executive functioning is critical for success at home, in school/college, and career. In fact, “well-developed executive function skills have been shown to be the leading indicator of long-term success,” according to Rachael Barron, Founder of Effective Students. She goes on to say, “when surveyed, more than 80% of students share they have never been taught to study, manage their time, or plan ahead,” yet these are the skills needed for self-direction and independence. Research suggests that college students with ADHD should receive executive functioning intervention prior to college matriculation to increase their chances of academic success (DuPaul, et al., 2021). Thus, we can infer that students without ADHD who exhibit similar executive function challenges should also receive such support. 

Students can and should be taught how to build executive functioning to promote self-directed learning and self-determined lives. To prepare students for success in school and college, it is common for students to work with executive function or academic coaches who are uniquely trained and qualified to help students build processes and develop these skills for long-term success. 

Tune in next week for evidence-based methods and strategies that help bolster executive functioning. In the meantime, click HERE to learn 10 Academic Coach Tips for Back-to-School Success.

For additional questions about executive functioning and how to help your student, feel free to contact me at kathy@fineeducationalsolutions.com.

References

Adele Diamond, (2013). Executive Functions. Annual Review of Psychology, 8, 135-168. https://doi.org/10.1146/annurev-psych-113011-143750

DuPaul, G. J., Gormley, M. J., Anastopoulos, A. D., Weyandt, L. L., Labban, J., Sass, A. J., … Postler, K. B. (2021). Academic Trajectories of College Students with and without ADHD: Predictors of Four-Year Outcomes. Journal of Clinical Child & Adolescent Psychology, 50(6), 828–843. https://doi.org/10.1080/15374416.2020.1867990