‘When we think about teaching essential skills to our students, executive functioning (EF) can take a back seat to traditional academic subjects. However, these cognitive skills—which include important processes like organization, flexible thinking, and self-control—are crucial for both academic success and lifelong learning.
Executive functioning skills are the mental processes like planning, focusing attention, remembering instructions, multitasking, and regulating our emotions that help us complete everyday tasks. Think of them as the “command center” of the brain.’
Executive functioning in the classroom refers to the brain-based self-regulation skills students need to plan, focus attention, remember instructions, and juggle multiple tasks.
‘The role of executive function is similar to a conductor within an orchestra. The conductor manages, directs, organises, and integrates each member of the orchestra. They cue each musician, so they know when to begin to play, and how fast or slow, loud or soft to play, and when to stop playing. Without the conductor, the music would not flow as smoothly or sound as beautiful.’
Core Pillars of Executive Function
Educators generally categorise executive function into three core domains, which expand into specific classroom behaviours:
Signs of Executive Dysfunction in Students
Students struggling with these skills are frequently misunderstood as being unmotivated or lazy. Common classroom indicators include:
Classroom Management Strategies
Environmental Modifications
Model the Executive Language
Teach students to build metacognitive awareness so they can advocate for their own learning needs.
This blog was written by Bretta Townend-Jowitt, Education Consultant and Trainer.
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