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All children face challenges at some point during their educational journey but for some, their seeming lack of organisation and focus or apparent carelessness could be indicative of underdeveloped executive function skills. If this is the case, simply directing them to “pay more attention” or “try harder” or “show more commitment and responsibility” is unlikely to make a notable difference.
Executive function refers to the mental processes and skills that enable a person to carry out a range of everyday tasks using monitored and controlled actions:
Some people find it helpful to categorise different elements of executive functioning as “cool” or “hot”. “Cool” executive function elements are non-emotional cognitive skills such as inhibition, working memory and cognitive flexibility, while “hot” executive function elements refer to emotionally-driven skills such as affective decision-making (making choices that are influenced by emotions e.g. when there is reward or risk involved) and delayed gratification. Some studies suggest that “hot” executive function skills may develop more slowly and inconsistently than “cool” executive function skills.1
All these skills are housed in the prefrontal cortex of the brain, which is an area that continues to mature into early adulthood. It’s normal for children (and teens) to struggle with executive function at various points during their school life - these skills do not develop in a linear way, meaning your child is likely to experience spurts of noticeable skill development but they can also plateau or even regress. As parents and carers, understanding this ebb and flow helps us to set our own expectations (and patience levels!) and support each child at their own pace.
Children who are struggling with executive function may have difficulty starting and/or completing tasks and sustaining their attention and focus. They might frequently lose important things (e.g. equipment for school), lose track of time, struggle to follow multi-step instructions and experience frequent or extreme emotional outbursts.
Neurodivergent children, such as those with ADHD, autism or specific learning difficulties (e.g. dyslexia, dyscalculia, dysgraphia) often experience more pronounced executive function challenges compared with their peers.2
It’s understandable to feel concerned about your child, however, with the right support, most children can make significant progress in developing these skills.
As a parent or caregiver, you are one of the most powerful influences on your child’s development. Research shows that parent-mediated interventions, where parents provide consistent support and help build their child’s skills at home, is highly effective - often more effective than sending the child directly to a therapist or coach.
By consistently modelling calm and structured approaches to the planning and execution of tasks, as well as guiding and supporting your child while they develop these skills you help build the neural pathways your child needs to eventually manage their own learning, time and emotions independently.
Surprisingly small shifts in how you guide, communicate, and structure daily life can have a big impact. Some of these strategies may help you to nurture your child’s executive function skills:
At Assembly, we take a holistic approach, recognising the overlap between different developmental dimensions and the unique way in which each child develops. Our specially-designed Profiling Tool provides insight into your child’s specific social, emotional and executive function strengths and areas for growth, so you can target support where it’s needed most, while our parent-led skill-building therapy programmes can have positive impacts in multiple areas.
One of the six key dimensions of the Assembly Profiling Tool is Attention, Concentration and Organisation - a strong predictor of academic success and even future earning potential. Children who excel in this area tend to be able to stay focused, complete tasks with fewer prompts, and switch between tasks smoothly. Those who struggle may avoid demanding activities, lose belongings, or leave tasks unfinished. These skills are essential for everyday school life. Without them, even bright and motivated children can feel exhausted or overwhelmed.
Executive function challenges often go hand-in-hand with emotional regulation difficulties and low self-esteem. Assembly’s Emotional Regulation Programme can provide tools that improve their “cool” executive function skills (e.g. task management) as well as address their “hot” executive function skills, while our Self-esteem Programme encourages children to identify their interests and passions, which in turn boosts motivation and gives their efforts a greater sense of purpose.
Executive function challenges are common. They are not a reflection of your child’s intelligence, their motivation or your parenting ability. By tuning into your child’s unique profile and offering the right support, you can help lay a foundation for independence, resilience, and confidence that will benefit them throughout their educational journey, and beyond.
1 Brandt, A., Bondü, R., & Elsner, B. (2024). Profiles of executive functions in middle childhood and prediction of later self‑regulation. Frontiers in Psychology, 15, Article 1379126. https://doi.org/10.3389/fpsyg.2024.1379126
2 Sadozai, A. K., Sun, C., Demetriou, E. A., et al. (2024). Executive function in children with neurodevelopmental conditions: A systematic review and meta-analysis. Nature Human Behaviour, 8, 2357–2366. https://doi.org/10.1038/s41562-024-02000-9