Executive function refers to a set of mental processes that enable individuals to plan, organise, manage time, and regulate their behaviour to achieve goals.
These skills are critical for students to succeed academically and socially, yet they often develop unevenly in young people.
Adolescents with neurodivergent profiles, such as those with ADHD, autism, or specific learning difficulties, may find executive function particularly challenging.
Recognising the importance of these skills is the first step towards supporting learners effectively.
When executive function challenges arise, students may struggle with seemingly straightforward tasks, such as remembering instructions, starting tasks, or staying focused during lessons.
This article explores practical strategies educators can use to help students develop and manage these skills, enabling them to thrive in school and beyond.
Recognising the signs of executive function challenges
Identifying students who face executive function difficulties can help staff provide targeted support. Common signs include trouble starting or completing tasks, losing track of time, difficulty following multi-step instructions, and frequently misplacing items like books or homework. These behaviours often stem from underlying difficulties rather than laziness or lack of effort.
Once we have identified the challenges, the next step is implementing targeted strategies to address them. Let’s explore these practical tools.
Establishing clear routines
Predictable routines provide structure and stability, helping students focus on learning rather than navigating uncertainty. Clear routines reduce anxiety and free-up cognitive resources for tackling academic tasks. Here are some ideas:
- Lesson starters: Begin each lesson with a consistent routine, such as displaying objectives or a short recap of the previous lesson. This helps students to settle and focus.
- End-of-lesson recaps: Dedicate the final few minutes to summarising key points and outlining any homework, reinforcing learning, and preparing students for the next steps.
- Subject-specific checklists: Provide students with checklists for what they need to bring to each class (e.g. calculator for maths, apron for food tech).
- Homework organisation: Encourage students to note down homework immediately and check their planners at the end of the day to ensure they are prepared for home study.
Chunking tasks for better focus
Large tasks can feel overwhelming for students with executive function challenges. Breaking them into smaller, manageable steps makes assignments more approachable and achievable. Here are some ideas:
- Clear task breakdown: Write multi-step instructions on the board or in handouts, ensuring students can follow them sequentially during class activities.
- Frequent checkpoints: Incorporate mini-deadlines within a lesson or project, such as completing one paragraph of an essay within 15 minutes.
- Collaborative chunking: Guide students in breaking down larger assignments during class, modelling the process together.
- Progress monitoring tools: Use a visual progress bar or individual trackers to show how much of a task has been completed.
Using visual supports and timers
Visual aids and timers can be powerful tools for students with executive function challenges, helping them stay organised and to manage their time effectively. Here are some ideas:
- Task-specific visuals: Provide flowcharts or diagrams to help students visualise processes, such as planning a science experiment.
- Visual countdown tools: Use apps or classroom displays that show time ticking down, giving students a clear sense of the time remaining for tasks.
- Reminder cards: Provide small, laminated cards with step-by-step instructions for frequent activities, such as how to set up for a practical lesson in science or design technology.
- Priority highlighting: Teach students to highlight or colour-code their most important tasks to improve focus.
Teaching prioritisation and time management
Prioritisation and time management are essential executive function skills, helping students decide what to do first and how to allocate their time effectively. Here are some ideas:
- Prioritisation grids: Teach students to use simple tools like a four-quadrant grid to categorise tasks by urgency and importance.
- Weekly planning sessions: Allocate time during tutor periods for students to plan their week, focusing on upcoming deadlines and exams.
- Time blocking for revision: Encourage students to divide their evenings into manageable chunks for specific tasks, such as 30 minutes of maths followed by a short break.
- Review and reflect: Help students reflect on their use of time to identify areas for improvement.
Modelling organisation skills
Children learn by observing adults. Modelling organisation and planning habits can inspire students to adopt these behaviours themselves. Here are some ideas:
- Model task lists: Show students how you plan your lessons or projects using task lists and timelines.
- Organising resources together: Spend time during tutor or form time helping students organise their folders or digital files.
- Sharing strategies: Regularly share tips on how you stay organised, such as using reminders or decluttering your workspace.
- Team organisation challenges: Turn tidying or planning tasks into friendly competitions to make them more engaging.
Minimising distractions
Reducing distractions can help students to stay focused and complete tasks more effectively. Small environmental changes can make a big difference. Here are some ideas:
- Flexible seating: Allow students to choose seats that suit their needs, such as away from windows or near the teacher.
- Quiet work zones: Provide designated areas for students who need a calmer environment to focus.
- Reduce clutter: Keep classroom displays simple and relevant, avoiding overstimulation.
- Personal work spaces: Encourage students to personalise a section of their workspace with items that help them to focus.
Promoting self-advocacy skills
Teaching students to recognise their needs and communicate them effectively builds independence and confidence. Here are some ideas:
- Confidence-building discussions: Create opportunities during tutor time or PSHE lessons to discuss challenges and how to seek support.
- Role-play help-seeking: Practise scenarios where students rehearse asking for assistance in a calm and clear way.
- Peer advocacy buddies: Pair students with peers who can offer advice and encouragement.
Building flexibility and resilience
Flexibility and resilience are critical for adapting to changes and overcoming challenges. Helping students to develop these skills fosters long-term success. Here are some ideas:
- Scenario discussions: Discuss real-life examples of setbacks and how people overcame them to inspire students.
- Teach flexible thinking: Use activities that encourage students to consider multiple solutions to a problem.
- Mistake-friendly culture: Emphasise that mistakes are part of learning, sharing examples of times you have learned from your own.
- Reflection journals: Encourage students to document challenges they have faced and how they resolved them.
Celebrating small wins and progress
Recognising achievements, no matter how small, motivates students and builds confidence in their abilities. Here are some ideas:
- Classroom shout-outs: Dedicate a moment in each lesson to acknowledge student effort or progress.
- Personalised feedback: Offer specific praise that highlights individual strengths and improvements.
- Progress journals: Encourage students to document their achievements, fostering a sense of pride in their growth.
Final thoughts
By embedding these strategies into your daily practice, you can help students to manage executive function challenges effectively while building lifelong skills. Start small and watch as these changes make a lasting difference in your classroom.
- Dr Pooky Knightsmith is a passionate ambassador for mental health, wellbeing and PSHE. Her work is backed up both by a PhD in child and adolescent mental health and her own lived experience of PTSD, anorexia, self-harm, anxiety and depression. Visit www.pookyknightsmith.com. Find her previous contributions to SecEd via www.sec-ed.co.uk/authors/dr-pooky-knightsmith