The term executive function is one that is used frequently in a school context, particularly in terms of Learning Enhancement.  While it is often the case that executive function is discussed in relation to students who might need additional support for their learning, in fact we all have varying strengths and challenges in this area. 

Organisation is one facet of executive function that is often a focus, but there are others.  Executive function also encapsulates working memory, response inhibition, emotional control, sustained attention, the ability to begin and persist with a task, flexibility and awareness of one’s own thinking and learning (i.e. Metacognition). 

The brain is a complex organ, but we can say that the frontal brain systems are generally responsible for the development of these executive skills.  Interestingly, these regions of our brains are not fully developed until late adolescence and early adulthood.  Therefore, we must remember when we consider the skills of children, that they do not yet possess the biology or the experience to demonstrate sophisticated executive function.

Strengths and Weaknesses- theirs and ours 

The colourful array of profiles that mixing and matching these skills produces, even within one family, is wide.  As parents and teachers our own executive skills will also play a role in how harmoniously we co-exist.  One might have poor organisation but will have a great memory that compensates for this so that they can still find their tie for school each morning in a mountain of mess that no-one else can navigate!  Another might have the focus and attention to initiate and persist with tricky tasks but may fall apart at the slightest change in routine because of poor emotional control and flexibility!  How an adult reacts to these situations will vary according to their own strengths and challenges within the executive function spectrum. 

Expectations and Teaching 

Sometimes while a student is doing well at school the story at home can be quite different.  Different expectations and structures can yield different behaviours.  If a child has weaknesses in an area, it’s important to reflect on the specific area that is impacted and to involve the child in developing goals. The plan must then be specific to the targeted skill.  Breaking down the skill into steps and creating a visual list, checklist or set of rules to be followed will help.  Obviously specific, timely praise for success and effort is more effective than admonishing or punishing a child for what they can’t yet do.  

There are many things that impact a student’s ability to display executive function skills.  The environment, the child’s particular interests, their developmental level and whether he has been taught and given opportunity to practice them.  Remember that people continue to develop their executive function skills into adulthood.  There is a reason why car insurance costs more for younger drivers.  They are statistically more likely to be involved in accidents because their frontal lobes are not fully developed!  

If your child is struggling in any of these areas, it’s important to be patient and supportive as they continue to grow and develop.  Here are a couple of resources for those parents who wish to know more.

https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/executive-functioning-issues/executive-functioning-issues-strategies-you-can-try-at-home 

Smart but Scattered: The Revolutionary “Executive Skills” Approach to Helping Kids Reach Their Potential by Peg Dawson and Richard Guare

Learning Enhancement Team