Executive functions

Executive functions are the brain’s “management skills”: planning, starting, staying on track, remembering steps, and adjusting when things change. They develop over time and can be strengthened with the right supports.

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Who it’s for

  • Students who are capable but disorganised or inconsistent
  • Families dealing with long homework time and daily reminders
  • Schools supporting students with planning and follow-through needs

Common concerns

  • Forgetting instructions, losing items, or missing deadlines
  • Slow to start tasks; procrastination; “I don’t know how”
  • Difficulty breaking down projects and studying over time
  • Poor time awareness: late, rushing, or underestimating effort
  • Emotional overload when tasks feel too big

How we help

  • Identify which executive skills are lagging (not all are affected equally)
  • Teach compensatory tools: checklists, planners, templates, and reminders
  • Build routines that reduce decision fatigue (same steps, same order)
  • Support caregivers and teachers to scaffold — then fade prompts gradually
  • Address stress and motivation so skills can be used consistently

What you can expect

  • Clear, practical goals (e.g., “pack school bag independently 4/5 days”)
  • Skill practice using real school tasks
  • Short, consistent home routines rather than long “study marathons”
  • Review of what worked and what didn’t — and why

Next steps

  1. Pick one daily pain point (homework start, packing, revision planning).
  2. Trial one routine for 2–3 weeks before changing tools.
  3. Consider assessment if there are broader learning concerns or long-standing difficulties.

FAQs

Is this just “laziness”?

Usually not. Executive skill difficulties can make tasks feel confusing or overwhelming. Support focuses on structure, clarity, and practice — not punishment.

Do executive functions improve with age?

They often improve gradually, but expectations also rise. Skills grow fastest when adults provide scaffolding and teach tools explicitly.

What are quick wins at home?

Visual checklists, consistent routines, and reducing “multi-step verbal instructions” can help. Start small and keep the steps stable.

How can teachers support executive functions?

Clear written instructions, chunking tasks, predictable classroom routines, and check-in points can reduce overload and increase completion.

Is executive function difficulty the same as ADHD?

They overlap but aren’t identical. Some students have executive skill needs without ADHD, and many with ADHD have executive skill difficulties. Support can be similar either way.

Can coaching help?

Yes. Coaching helps translate strategies into habits through practice, feedback, and realistic routines.