Click here take the Executive Function Quiz
Why is an article about Executive Function so critical?
If your child struggles with school (homework, trouble staying on-task, disorganized, problems with time management, avoidant, resistant, forgetful, overwhelmed, etc.), they probably struggle with Executive Function, and this article is literally the most important article I’ve written for you. You see, Executive Function is the #1 term parents and teachers must understand in order to help struggling students, but don’t. In fact, most parents and educators have never heard the term because schools don’t educate people about it.
In this article I seek to demystify EF for parents and educators. I want you to walk away from this article thinking, “Wow, I now have a pretty good grasp of Executive Functions, I have a better understanding of my child, and most importantly, I have a better understanding of how to help.”
I also created this printable PDF: Executive Function In-Depth – Your guide to why Executive Function is the most important concept we must understand in order to help struggling students succeed.
Outside-the-box learners need outside-the-box solutions rather than cookie-cutter approaches. They think, learn and process differently, and need strategies that are tailored to their unique personalities and idiosyncrasies. They tend to develop asynchronously within the various aspects of Executive Function, and when this is properly taken into consideration, we can empower these students with solutions that work.
The big problem for students who struggle with EF is that, by it’s very nature, these problems can literally prevent them from reaching their goals and therefore their potential as adults. However, with the right support, we can help our children manage, compensate for and get accommodations for EF challenges so they can have the tools needed to build a remarkable future.
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What is Executive Function? Defining it in Plain English
In simplest terms, Executive Function means the ability to get stuff done (homework, writing a paper or cleaning a room, etc.).In other words, to “execute” complex tasks through to completion.
The brain must do a lot of things in order to accomplish a task or goal. However, adults sometimes take for granted how long it’s taken them to develop their own executive skills, and they can be baffled at how difficult it is for kids to execute. A good example is homework. It’s not uncommon for the parents I work with to say something like this, “I don’t understand why he doesn’t just do his homework and turn it in. It would make everything so much easier! What is going on?!” Because EF is still developing, the student literally doesn’t have the series of skills needed to execute the task to completion. Therefore, it’s not that they won’t, it’s that they can’t. Of course, as some kids get older and more burnt out with school, there can be more “won’t”.
Things that sound simple to an adult can require more Executive Function than some kids have. Think about the homework example again. Common problems with homework include not knowing or remembering that there is homework, remembering but putting it off, doing part of it and not finishing, doing it and forgetting to turn it in, losing it, forgetting to put a name on it. All of these situations have the same result: the students grades don’t reflect their ability. All of these can be EF issues and as stated above, are often a matter of can’t rather than won’t.
And click here take the Executive Function Quiz
Does Executive Functioning impact my child or my students?
Students of all ages, elementary school through graduate school, have to learn many skills in order to navigate school. If they struggle with executive function, they might struggle with the following:
- Homework – Not remembering what is for homework, not understanding homework requirements and details, forgetting to do homework, procrastinating, forgetting to turn it in, incomplete homework, missing or lost homework, not putting name on homework.
- Planners – don’t use them effectively unless they are forced to, don’t understand long or short term planning strategies, don’t like planning.
- Grades – Grades are surprising low and do not reflect potential or ability, missing and late assignments affect grades, ineffective studying results in low test scores, forgetting to study affects grades.
- Organization – school materials, papers, folders, desk, locker, backpack, bedroom.
- Time management – often late, unrealistic perception of how long something takes to accomplish, procrastination.
- Details – not noticing important details about assignments, not hearing teacher expectations on school work, not reading directions carefully, not checking math work and getting wrong answers even when they know how to do the work.
- Preparation – not being prepared for class, don’t have materials they need, forget pencils, homework, planner, books, not prepared to leave the house for school, sports, family activities.
- Advocacy – don’t ask for help, don’t know what to ask for help with, don’t understand that a teacher is a resource, don’t raise their hand for clarification, don’t email teacher when they have questions, don’t go to office hours.
- Overwhelm – they don’t even know where to start because they are so overwhelmed with details, stressed, avoidant, procrastinate because they are overwhelmed, homework fights, resists help from parents.
- Focus – can’t pay attention to one thing at a time, incomplete work because they don’t follow through, distracted easily, trouble concentrating, can’t focus on reading a passage effectively.
- Writing papers – trouble organizing writing, ideas go in countless directions, inability to edit effectively, trouble clarifying ideas, takes longer than it should, they may be able to verbally communicate ideas but can’t write them clearly.
Why most parents and teachers aren’t aware of Executive Function
Unfortunately, most of the literature on Executive Function is not in layman’s terms, thus making it challenging for parents and educators to learn about. For example, if you search the internet for Executive Function, here are some of the confusing definitions you’ll find:
- “Executive functions (also known as cognitive control and supervisory attentional system) is an umbrella term for the management (regulation, control) of cognitive processes.”
- “Executive function is a set of mental processes that helps connect past experience with present action.”
- “Executive function refers to a set of mental skills that are coordinated in the brain’s frontal lobe. Executive functions work together to help a person achieve goals.”
So let’s keep it simple with one of the definitions I listed earlier: Executive Function means being able to get stuff done.
In order to get stuff done, you need to be able to do things like plan effectively, organize, focus, self-start, stay on task, avoid distractions, make good decisions, have a realistic perception of time, persist when you don’t feel like it, and do several other things in order to execute. These are some Executive Functions in plain English. You must be able to “regulate” your thoughts, emotions, and actions in order to accomplish these goals and in order to get your needs and wants met in the long term.
When speak about EF with language that relates directly to the problems these kids are experiencing, we can do a much better job of helping them.
EF in the brain
The prefrontal cortex is where EF takes place. This is a whopping ⅓ of your brain and is located behind your forehead. The brain develops from the back to the front, so for kids who struggle with EF, the prefrontal cortex is still developing. The good news here is that it continues to develop well into our 20s, and EF skills can get better with time, practice and proper guidance. Unfortunately, most schools don’t teach EF skills effectively, so the ones who struggle are often misunderstood and shamed.
The Aspects of EF
How do we help someone do what they need to do, in their own best interest, when they seem like they can’t or won’t do it? We don’t give up. Babysteps work. The brain DOES change. EF continues to develop well into your 20s. The following are my interpretation of the aspects of EF, aka the things your brain must do in order for you to “execute” complex tasks. (Note: Various experts break down EF differently. I choose my words in order to make the concepts more relatable to relevant problems your child may be having.)
- Plan – The ability to have a realistic perception of the steps necessary to accomplish a goal or task.
- Time management - The ability to manage time or to have a realistic perception of how long things take. Important in planning and scheduling too.
- Organize – The ability to create systems of doing things or keeping track of things, that are organized enough so goals can be met effectively.
- Prioritize - The ability to know and do what is most important at any given time.
- Inhibit – This refers to one’s ability to hold back, to pause, to think before you act, to not be too impulsive, to have self-restraint. Inhibit thoughts, emotions, behaviors that are inappropriate or that go against long term goals and wellbeing. When we do not inhibit well we are thought to be impulsive or hyperactive.
- Focus – The ability to manage and sustain attention, focus, concentrate, be “on task”, stick to it. Resisting temptation to shift when trying to focus, avoid distractions, redirect thoughts.
- Task initiation - Self starting or activation. Getting the ball rolling, getting the train moving.
- Task persistence – Continuing to try until finished, working to completion.
- Transition – The ability to shift from activity to activity effectively.
- Working memory – Verbal and visual strategies that help us keep things in mind as we work through things. It’s like juggling balls, being able to track the important details during a process. Includes self-talk and visual imagery.
- Details – Remembering and managing important details.
- Reflection - Reflection is all about self-awareness, consciousness, mindfulness, introspection. It refers to one’s ability to take a step back and reflect in order to problem solve. A lot of people with EF problems have trouble learning from their mistakes. They don’t connect the dots well and continue to repeat self-defeating behaviors. Reflection also involves to self-checking details schoolwork (think checking work in math for example or checking to see if your name is on the paper).
- Emotional regulation – Having tools to truly regulate and work through challenging emotions.
Executive Function Lies
Unfortunately, kids with Executive Function problems often internalize these negative messages:
- I’m dumb, stupid.
- I’m not smart enough.
- I’m lazy.
- I don’t care about school.
- I’m a failure.
- I can’t do anything right, so why try?
Teachers and parents don’t intend for kids to get these messages, but nevertheless, many do. How can we help? The first step is to be very aware of the words we use and how they affect kids. We need to understand that these kids are struggling with legitimate Executive Function challenges. Therefore, beware of saying things like this:
- You aren’t trying your best.
- You have so much potential.
- I know you’re smart, you just need to care more about school.
- Motivate yourself.
- You need to be more disciplined.
- Just focus.
- You’re making bad choices.
How do we change these harmful messages? This is a big topic, but generally speaking, we need to reframe the entire dialogue to take EF into consideration and build upon strengths. Of course this is very challenging when our kids are experiencing compulsory schooling which is dire need of massive reform and rethinking. Our schools tend to do very little to value their unique interests, curiosities, learning differences, strengths and idiosyncrasies. Instead, our systems have been designed to reward compliance rather than true critical thinking, personal growth and personal choice. We teach what to think rather than how to think. But I digress… here’s a video I made that will help with communication.
Finally, one practical tip I use with parents is to research “attachment theory” and “somatic therapies”. Understanding these will help you to understand how to create safe and healthy emotional attachments with your children as well as how our minds and bodies influence behaviors. Here are two books to get you started: Attached and The Body Keeps The Score.
A word about diagnosis
I work with a lot of families, and there is a lot of misunderstanding about having a diagnosis of some sort. There are several possibilities here:
- Some students who struggle with Executive Function are not tested for anything
- Misdiagnosis, or some are tested but with bias (example: a gifted child without adhd is tested for adhd by a family doctor who does not have much training about learning issues. The symptoms look like adhd, so the diagnosis is made, meds are prescribed, and it doesn’t work or causes harmful consequences, like anxiety problems.)
- Underdiagnosis – some kids are never diagnosed, but there is something going on that needs to be diagnosed. If the correct diagnosis were made, it’d be a positive game-changer for this child.
- Overdiagnosis – Child is diagnosed with more than is actually there.
While a diagnosis may be helpful, it’s not always necessary. What is necessary is that a student get the support they need – executive function strategies (coaching, tutors, books, my videos and blog), emotional support (therapists for kids who are dysregulated or when family dysfunction runs deep), physical support (restful sleep, healthy diet, substantial exercise and movement are critical)
Ways to help kids who struggle with Executive Functions
There are countless ways to support your child, and this is a list I made to give you a good starting point. Read through it and apply what you like. It should give you a few nuggets.
- Foundations – Here’s the foundation of strong EF: Restful sleep, food that nourishes the body, adequate exercise.
- Routines – Effective routines, predictability, groundedness (routines for updating planners, overhauling backpacks, homework, studying, transitions, waking up, bedtime, fitness, etc.)
- Metacognition – Metacognitive understanding of emotional needs and implementation emotional regulation practices.
- Systems – Personalized systems to effectively manage backpack, folders, planners, sacred study space, homework, etc.
- Ownership – Ownership and buy-in are critical if your child is to be engaged. Too often we just tell kids what to do and don’t give them any say in the process.
- Listen – Compassionate support.
- Hacks – Visual and auditory tips, tricks and tools.
- Organizing papers – If binders don’t work for you, replace with simple color coded folder system.
- Visuals – Flag books with stickies. Flag and label important papers so they stand out visually in backpack.
- Labels – Outta sight, outta mind. Therefore, label everything BIG AND BRIGHT.
- Alternative note-taking – Draw your notes. Great for visual kids. Use an audio recorder to study creatively.
- Archive – Make an archive (see blog). Do not keep every paper in your folders and backpack. Only keep currently relevant items, archive the rest (the truth is that you probably will never need it anyhow).
- Study groups – Study partners work wonders.
- Chunk – Chunking assignments down into bitesize pieces. Chunk by time or by task.
- Plan – Make a plan even when you don’t want to. These kids do not know how to plan, and it’s one of the most important skills.
- Advocacy – Self advocacy and advocacy from supportive people (Know your rights. Start with IDEA.)
- Microsuccesses – Look for all small successes and build upon them. Make goals reachable. It all counts.
- Timers – Use timers and alarms to calibrate time management skills.
- Mindfulness – The BEST tool ever: Mindfulness. Meditation works wonders. Period.
What makes Executive Functioning worse?
- Processed foods.
- Sleep problems, electronics interfering with sleep.
- Lack of exercise.
- Stress, overwhelm, dysregulation, adrenal fatigue.
- Sensory issues, sensory overwhelm.
- Useless busywork, meaningless assignments and misinformed adults.
- Unclear expectations.
- Fear Resistance, avoidance, procrastination, unwillingness.
- Inability to articulate systems. Lacking ownership and buyin with system development.
Systems Self-assessment Checklist – what systems do kids need?
I use this regularly with my students (see my free course for a complete breakdown of how to use this successfully). This serves as a guide to explore important areas to problem solve within. Feel free to cut this out and keep it handy:
- Foundations – Sleep? Nutrition? Fitness?
- Backpack – Overhaul completely once a week, folders, papers, etc.
- Planner - How well is it working and being used? Update long term and short term. Need planner routine or it won’t work.
- Routines - Is study routine/workflow optimal? Manageable? How to make it more focused and less distracted?
- Grades - Check online grades at least once a week? Make a to do list of missings and incompletes.
- Advocacy - Who do you need to communicate with? Be proactive not reactive when possible.
- SSS - How effective is your Sacred Study Space? How well can you focus there?
- Relationships - Family, friends, how’s it going? What do you need? How’s your relationship with yourself?
- Stress - What are your biggest stresses lately? What is overwhelming or frustrating? Minimize? Reframe? Breathe. What are solutions?
- Beliefs - Limiting? Scarcity? Abundance? Growth or fixed mindset? Self-talk, defaults, reframe.
- Technology - Is computer optimized for school? Page blocker? Distraction free? Tabs/bookmarks for all relevant school links? Online calendar set up?
Executive Function Resources
- Dr. Russell A. Barkley video, 12 min: The Five Executive Functions. I’m a huge fan of Dr. Barkley, and although his work might be highly academic, I strongly recommend diving into it.
- Here’s a good little Executive Function Fact Sheet from the LDonline site (Learning Disabilities Online)
- Understanding Executive Functioning Issues – Heres a good article by Amanda Morin of understood.org
- Executive Functions: Here’s an in-depth manuscript by Adele Diamond on the US National Library of Medicine site. It includes a discussion of how EF can improve with practice.
The point of this article isn’t to teach you everything about the Executive Functions. My real hope is that you walk away from it thinking:
- Wow, I now have a good grasp of Executive Function.
- I have a much better understanding of my child.
- Most importantly, I have a much better understanding of how to help my child.
I hope this helps you. Good luck,
And click here take the Executive Function Quiz
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To support me, please CLICK at the bottom to share. Click here to visit my official YouTube Channel & subscribe if you want! Thank you -Seth
Parents and teachers, this is Seth with SethPerler.com and I’m here in this video to give you the quick 3-minute version of “what is executive function?” I’m going to tell you the key things that you need to know here about executive function. So first of all, the thing that you need to know is if you have a student or a child who is struggling in school, they probably struggle with executive function. So basically, the student who has a lot of late work, missings, incompletes, and things like that and they’re struggling to navigate school and to stay on top of things. The wheels are coming off and then you say things like that, they’re probably struggling with executive function. So what’s happening is, is the brain is still developing. The brain develops from the back to forward, and the prefrontal cortex of the brain is the last part of the brain to develop. The front part of the brain is the part that helps us to execute tasks. For some people that part of the brain is developed a really well, they’re left brain, they’re linear, they’re structured, they’re very good at executing time. And the tasks that we’re concerned about here with your kids is usually getting homework done, studying, doing their chores, doing the responsibilities and things like that. So what is happening is that in order to execute on these tasks, the executive function, the word ‘execute,’ in order to execute on these important tasks that they need to get done, they need to do things like plan, organize, manage time, prioritize, self-start, follow-through things like that.
So there are many things that describe executive function, but those are some of the aspects of executive function, and if they struggle with those things they’re struggling with executive function. So in order to learn how to work with executive function, have better executive function, one, we need to develop better executive function skills, develop better systems. But two, we also have to be able to deal with the number one problem with executive function, which is resistance. “I don’t want to, I don’t feel like it, I’ll do it later. I’ll do it tomorrow. This is stupid. Why do I have to do this?” Excuses after excuses, anything the nervous system is resisting, we feel threatened, we don’t feel like doing it, it’s not fun, it’s not engaging, and we don’t want to do it for whatever reason. That’s a problem because when we are planting seeds to have a great future, we want our kids to have awesome futures. We don’t want them to have mediocre futures, we certainly don’t want to have a bad future. But in order for them to have a good future, they must learn to overcome their own resistance, to be able to execute on tasks, to get things done so that they can accomplish their own goals so that they can have more choices and freedom in possibilities in life. So that resistance has to be dealt with in a positive way.
Now the number one problem for these students is the resistance, is not feeling like doing something and how do we learn to get over it and how do we build the skills to execute on top of that? But another problem that happens is that these kids are often shamed. They are often told, “you’re lazy, you’re unmotivated, you’re not trying hard enough, you just don’t care about school.” Teachers and parents and adults imply that this is a matter of willfulness and this is the most important thing to get through in this quick video here, is that this is not a matter of them just being willful, that is a shallow, ignorance, uneducated message that we often convey. Now, I don’t want to shame you adults if you convey that because many of us have, that’s how we grew up, but that does not take into account what is going on developmentally in the brain. Okay. This is brain development. This is not shame. This is not, “I’m going to punish this kid so that they do what they need to do.” Okay, so we need to really understand that if we want to empower kids to plant seeds, to have a great life now, and help them plant seeds so that they have a great future. We have to compassionately educate them and we have to really understand what’s going on with the executive function.
I hope this video has helped you. Again, my name is Seth Perler. I send out a free blog every single week to help families who are struggling with this figure out how to help their children navigate this thing called education. Please sign up as described on my blog and you can subscribe to the YouTube channel as well and tell me what you think in the YouTube comments below. Does this resonate with you? What are your thoughts about this video? Please share this with somebody today, and I hope you have a fantastic day and I hope this helps you. See you soon.
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rebecca H foster says
Wow! This was so informative! I especially like the “Executive Functioning Lies” portion of this blog as well as the part which goes over which systems will support students with their executive functioning skills! Thank you for all of this great free information!
This information is so informative and helpful. I can’t gain access to the pdf EF cheatsheet. Can you please send it to me via email? I have tried all the links and entered my email address. It just keeps saying sending… please helpe gain access to the pdf. Thanks!
Vinona Bennett says
Thank you so much, Seth. I have watched several of your videos tonite after your name was mentioned in a parent workshop I attended. Many of your ideas resonated for me.
My daughter has asked for an EF coach. What’s your process for coaching students? Are you currently accepting new students?
Jay Lafler says
How do you feel about John Rosmonds thoughts on ADHD . my wife and i believe that our grand child , who is on meds for ADHD, is a spoiled brat!
My thoughts: if you value your relationship with your grandchild, and want them to be happy, I invite you to join us on the summit Aug 20, because we are here to help you help this child. Your perception that this child is a “spoiled brat” is not how any of the experts we work with label kids, ever, in any way, any time, because it’s harmful and creates disconnection. We choose to come from a place of love, kindness, science, valid research, best practices, compassion, empathy, understanding, and patience. We are not top-down, and we don’t value compliance or conformity as the goal. We care about our relationships with our kids, and helping them feel loved, accepted, heard, seen, understood, and validated, basically the golden rule. We care about giving them support that helps them gain agency, independence, wisdom, and tools to grow, develop their strengths, talents, gifts, passions, interests so they can pursue what is meaningful and purposeful for them.
John Rosemond is not someone I would ever recommend to anyone, because I see his ideas as archaic, ungrounded, judgmental, ineffective, full of logical fallacies, full of classic cognitive biases, and out of touch. And he doesn’t work with kids, he has not experience in what he thinks he is a guru of, just groundless opinions. Again, he is persuasive wit his opinions, and he uses “confirmation bias” to hook his audiences, so if confirming unconscious biases is more important than a great relationship with the child and the child’s well-being, he’s a great resource. But that’s not what we are about here. I hope you dive into our work, because this kiddo needs you, and when people start shifting the way they see things, things change for the better! A lot of what happens in our work is that the ADULTS change first, change perceptions, change how they communicate, change how they think, change how they speak, change how they model.
Kate H says
hey seth – tried to download the cheat sheet? didn’t come through