Executive functioning in the classroom

What is executive functioning?

Types of executive functions

Development of executive functions

Impact in the classroom

Additional information

What is executive functioning?

Executive function is a set of brain based skills required for us to effectively execute, or perform tasks and solve problems. They include working memory, flexible thinking, and self-control. We use these skills every day to learn, work, and manage daily life.

Everyone has executive functions and they vary for every person. Everyone has strengths and challenges with their own executive functions.

Poor executive functions in a student impacts on their ability to engage with their work in the classroom. This student may also have a learning difference. Strategies that support children with learning differences will support children with weak EF’s.

For example

Using checklists
Supporting memory with visual information
Reducing distractions in the classroom
Breaking down tasks into smaller steps
Give the big picture of what is required.
Explicit instruction for completing a task.
Use growth mindset language and demonstrate it.

Some EF’s do not develop until a person is in their late 20’s.

Types of Executive Functions

The below information shows the executive skills, a defintion and a description.

Response Inhibition

The capacity to think before you act – this ability to resist the urge to say or do something allows us the time to evaluate a situation and how our behaviour might impact it.
In the young child, waiting for a short period without being disruptive is an example of response inhibition while in the adolescent it would be demonstrated by accepting a referee’s call without an argument.

Working Memory

The ability to hold information in memory while performing complex tasks. It incorporates the ability to draw on past learning or experience to apply to the situation at hand or to project into the future.
A young child, for example can hold in mind and follow 1-2 step directions while the Year 7 -8 child can remember the expectations of multiple teachers.

Emotional Control

The ability to manage emotions in order to achieve goals, complete tasks, or control and direct behaviour
A young child with this skill is able to recover from a disappointment in a short time. A teenager is able to manage the anxiety of a game or test and still perform.

Flexibility

The ability to revise plans in the face of obstacles, setbacks, new information or mistakes. It relates to an adaptability to changing conditions.
A young child can adjust to a change in plans without major distress. A high school student can accept an alternative such as a different job when the first choice is not available.

Sustained Attention

The capacity to maintain attention to a situation or task in spite of distractibility, fatigue, or boredom.
Completing a 5-minute chore with occasional supervision is an example of sustained attention in the younger child. The teenager is able to attend to homework, with short breaks, for one to two hours.

Task Initiation

The ability to begin projects without undue procrastination, in an efficient or timely fashion.
A young child is able to start a chore or assignment right after instructions are given. A high school student does not wait until the last minute to begin a project.

Planning/Prioritizing

The ability to create a roadmap to reach a goal or to complete a task. It also involves being able to make decisions about what’s important to focus on and what’s not important.
A young child, with coaching, can think of options to settle a peer conflict. A teenager can formulate a plan to get a job.

Organization

The ability to create and maintain systems to keep track of information or materials.
A young child can, with a reminder, put toys in a designated place. An adolescent can organize and locate sports equipment.

Time Management

The capacity to estimate how much time one has, how to allocate it, and how to stay within time limits and deadlines. It also involves a sense that time is important.
A young child can complete a short job within a time limit set by an adult. A high school student can establish a schedule to meet task deadlines.

Goal-Directed Persistence

The capacity to have a goal, follow through to the completion of the goal, and not be put off by or distracted by competing interests.
A young primary student can complete a job in order to get to playtime. A teenager can earn and save money over time to buy something of importance.

Metacognition

The ability to stand back and take a birds-eye view of oneself in a situation. It is an ability to observe how you problem solve. It also includes self-monitoring and self-evaluative skills (e.g., asking yourself, “How am I doing? or How did I do?”).
A young child can change behaviour is response to feedback from an adult. A teenager can monitor and critique her performance and improve it by observing others who are more skilled

Development of Executive Functions

When do they develop?

Ages 6 -12 months

Response inhibition
Working Memory

Primary School

Emotional Control
Flexibility
Sustained Attention

High School

Task Initiation
Planning and Prioritization
Organization

In their 20’s

Time Management
Goal-Directed Persistence
Metacognition

Children with learning differences can develop their executive functions later.

How executive functions impact in the classroom

Both leanring and behaviour can be impacted by poor executive function skills.