How to make an Executive Function Friendly Home for this fall

Hello people, hey everyone! So we have a super special guest, a hero of mine. I was a little geeked out when we started collaborating. This is the wonderful executive function expert Beth Peer.

Hi everybody! Hi Sarahy.

And for my audience, Sarahy has a podcast—she stole my podcast. It’s called The Executive Function Podcast. The most boring name ever, but the best name ever because that’s what I was going to do. No, I can’t do it—but she literally has a podcast called The Executive Function Podcast, which is super cool. So hi!

Hi! And she’s going to be on TEFOS my Summit this year.

Yes, yes! And we’ll tell you all about how to sign up for that in just a bit.

By the way, sorry I stole the name—I kicked around 100,000 ideas and then realized that’s probably the most appropriate name.

I came to the same conclusion. I know, it’s like we’ve had parallel brains for a bit.

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Seth is here because he has some really good tips about making an executive function–friendly home—say that three times fast. He has some really good ideas that will help you transform your child’s experience at home really easily.

So Seth, what do you got for us?

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Yeah, so Sarahy and I were talking the other day about this coming fall and some really important executive function things for it. There are many important things, but one of them is the home environment—having an executive function–friendly environment. So how do you do that?

When I’m working with families, the first thing I do in creating an executive function–friendly environment is something a lot of you probably won’t want to do: decluttering, downsizing, minimizing, and getting rid of stuff.

The reason is simple: the more stuff you have, the more stuff you have to manage.

These kids struggle with organization anyway. The more clutter, toys, books, clothes, papers, and stuff they have, the more they have to manage—and then we expect them to manage it.

When you and I were kids, Sarah, or those listening, there just wasn’t as much clutter. It didn’t exist like it does now. I still had plenty of stuff, though—then I got into aquariums, guitars, art, and so on. At one point I had so many guitars and amplifiers, it was ridiculous.

So the first step is decluttering.

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I talk about decluttering in three ways:

1. Physical decluttering – closets, under beds, books, toys, drawers, garage, basement, etc.
2. Mental decluttering – unresolved emotional or cognitive “clutter” that may require therapy, journaling, or family conversations. Kids carry this too.
3. Digital decluttering – inboxes, desktops, files, downloads, and online clutter.

There are two extremes I see in families. One is minimalists—homes with only what’s essential. The other is the opposite extreme, where it’s hard to walk through the house because there is so much stuff everywhere. No judgment—I’ve been on both sides.

As someone with ADHD and executive function challenges, I can’t tell you how freeing decluttering is. I still like things, but now I keep only what I actually use. I might have two or three guitars, not fifty.

It’s not that we can’t have things—it’s that we should have things we truly use and value, not just collect.

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Decluttering can be hard. I use methods to help families, often starting with something like a backpack dump. We go through every paper and notebook.

Sometimes we even remove pages from planners—old dates, school handbooks, blank notes—anything not actively used. The goal is to reduce overwhelm so kids can actually manage what remains.

Many kids genuinely don’t know where to start. I saw this all the time when I was a teacher.

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We also need to address digital clutter, like subscriptions and emails. Some kids have thousands of unread emails. They subscribe to things they never open. We need to help them unsubscribe and organize their digital spaces.

Also, passwords and school portals—many students don’t even know their login details. That alone can derail their academic performance.

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A key idea here is how we respond when kids need help. If we respond with frustration like “How don’t you know your password?”, we create shame. Instead, we should say something like:

“Oops, that must be tricky. Let’s figure out how to remember it next time.”

This builds safety and increases the likelihood they will ask for help in the future.

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Another important concept is visual organization—everything needs to be visible and clearly labeled.

In my classroom, everything had a place: scissors, paper, pencils, markers—all in labeled boxes. If a student asked where something was, I’d ask, “Where do you think it might be?” so they could think instead of being rescued immediately.

At home, the same idea applies. Drawers can be labeled: socks, shirts, shoes, etc. Boxes can be labeled “school supplies” or “random items.”

We are teaching the brain how to sort and organize.

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I also use the concept of “parking spots” or “homes for things.” Everything has a designated place. For example, I have boxes for finances, guitar equipment, and documents. Even if almost everything is digital, the system still matters.

Kids need simple, clear systems—not complex ones.

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At the very least, I recommend creating a Sacred Study Space (SSS).

This is a designated area where the child can focus. It should feel like their space. Some kids want posters, some want a blank wall, some want quiet, some want music. We customize it.

The key is ownership and clarity. Keep only what is necessary: a few pencils, scissors, tape, and essentials—not hundreds of random items.

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When we reduce clutter, we reduce overwhelm. Kids can then actually start organizing and learning how to manage their environment. These are lifelong skills.

If you can’t do the whole house, at least start with the study space.

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Sarahy: I love that. And I think when you were talking, I thought about how kids often fear letting things go because they’re used to being punished for forgetting things. So there’s anxiety.

One helpful approach is to keep a “master list” of interests instead of keeping everything physically or digitally.

Also, creating “parking spots” using tape or markers for things like glasses or sports equipment helps reduce wasted time and stress.

It’s a process, not an overnight fix.

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Seth: Exactly. And this leads into digital organization—at the start of a semester, students should have bookmarks, passwords, and important links organized. I often see students who don’t even know how to log into their school system.

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Sarahy: I want to add something important here. The way we respond to kids shapes whether they will ask for help again.

Instead of frustration, we should say:

“I know this is hard. Let’s figure out how to make it easier next time.”

That tone matters a lot.

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Seth: Yes, and everything we’re talking about is visual, structured, and intentional. Even simple systems like colored boxes or labeled drawers make a huge difference.

At the end of the day, kids need environments that support their developing executive function, not overwhelm it.

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We also make it fun. We call cleaning sessions “blitzes” and maintenance days “Sunday night overhauls.” Sometimes we turn it into a party with music and pizza.

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Sarahy: If this resonates with you, we have an amazing resource called the Executive Function Online Summit, happening August 20th. It’s free to attend, and you’ll hear from many experts.

We’ll include the link in the show notes.

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Seth: Yes, and I also have resources at sethperler.com and on YouTube.

We’re all just trying to help kids. There’s no competition—just collaboration.

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Sarahy: Exactly. We’re stronger together.

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Seth: Peace out!

Sarahy: All right tribe, see you later!