Executive Function: Nature or Nurture?

Executive Function: Nature or Nurture?

Okay, parents, what’s up?

In this video, I’m going to talk about executive function. Is it nature or nurture? Nature versus nurture? Nature and nurture? Let’s explore this question.

I have an email from a mom that says:

> “I’ve watched so many of your videos. Thank you so much. I’m really looking forward to the next ones. My entire family watches your videos, and they’ve helped tremendously.
>
> Perhaps you will address why some kids are born with amazing executive function while others, equally as intelligent, have poor executive function. My husband has poor executive function, and surely, at his age, his brain is fully developed. Is there really hope for my child, or is he genetically predisposed to have poor executive function throughout his life?
>
> Of course, the tools you teach really do help. FYI, no diagnosis of anyone in the family.
>
> Thanks so much for your videos. I’m passing on your website to everyone I can think of.”

Thank you so much. I really appreciate you sharing my work. I put my heart and soul into this.

That is an amazing question. I have a horrible answer for you: I don’t know.

Don’t worry—I’m not going to leave you with that.

Are some people simply born with poor executive function, while others are born with strong executive function? Some people execute really well, and some don’t. I don’t know exactly why.

But here’s the first thing that comes to mind when I think about this question:

Does it matter?

Whenever I’m working with a family or a kid who is struggling with this stuff, my brain is very good at filtering out anything that doesn’t matter. I’m hyper-focused on what matters—what is actually going to help this child.

My brain instantly goes to the question: What can we do about it?

If I catch a common cold, does it matter where I got it from? Whether I got it from someone at the post office, a restaurant, or my own house, the fact is I have a cold. The important question becomes: What can I do about it?

Now, there are times when it does matter. If I know where I got sick, I may be able to avoid those circumstances in the future. But generally speaking, when I’m sitting with a family and getting to know a child, I’m not asking, “How did this happen?” because that information usually doesn’t help me very much.

The apple doesn’t fall far from the tree—except when it does.

That brings up another aspect of this issue.

If I were to give you a more direct answer, I do believe that executive function challenges are often genetic. I’m not a scientist, and although I’ve read a lot about this, it still isn’t my primary focus.

What I see in my practice is this:

Sometimes I work with families where both parents have exceptional executive function. Those are often the parents who are truly baffled. They say, “We just don’t get this kid. Why can’t they just do XYZ?”

Sometimes I work with families where both parents struggle with executive function. They may understand the challenge, or they may have learned to compensate for it and wonder why their child can’t compensate yet.

Other times, one parent has strong executive function and the other doesn’t.

In many cases, the child resembles one parent more than the other. Families often say things like, “My child is more like me than my spouse.”

So, are kids predisposed? Sure, probably.

Does that information help me help the child? Usually not.

What helps me help the child is figuring out what we can do moving forward.

First of all, I don’t think it’s nature versus nurture. I think it’s nature and nurture.

Let’s talk about the nature side.

Suppose a parent has struggled with executive function their entire life. Their brain is fully developed. Their executive function may never dramatically improve on its own.

That’s probably true.

However, something you said in your email is very important:

> “The tools you teach really do help.”

Could that parent, despite having a fully developed brain, function better with better tools?

Absolutely.

Even if their underlying executive function remains relatively the same, they can execute better with:

* Better skills
* Better tools
* Better strategies
* Better systems
* Better mindsets
* Better habits
* Better routines

Those things can change.

Now let’s talk about nurture.

If nature gives us a certain starting point, nurture includes all the things we can do something about.

In my coaching programs, I focus on three major areas:

* Systems
* Mindsets
* Habits and routines

When I work with a student, I’m not trying to measure their brain. I’m not evaluating neurons or brain connections. I know the brain develops. I know that when we practice skills, the brain adapts.

What I can measure is progress.

Six to eight weeks after implementing systems, mindsets, habits, and routines, parents and teachers often say:

“Wow, this kid has come a long way.”

The brain likely developed during that process, but what I can actually see is improved behavior and performance.

When we talk about nurture, the first things I look at are the basics:

* Sleep
* Nutrition
* Exercise

If a child isn’t sleeping well, is eating foods that create brain fog, or isn’t getting enough movement, executive function will suffer.

On the other hand, restful sleep, nourishing food, and regular exercise can positively impact executive function.

If we want kids to access the executive function they have, these basics matter.

Another major nurture factor is emotional regulation.

Things like:

* Anxiety
* Depression
* Trauma
* Nervous system dysregulation

all affect executive function.

When the nervous system is stuck in fight, flight, or freeze mode, the brain prioritizes survival. Blood flow shifts away from the prefrontal cortex—the part of the brain responsible for executive functioning—and toward systems that help us stay safe.

When we feel safe, regulated, and connected, we are much better able to access executive function.

That means we can support executive function by helping kids improve emotional regulation, process trauma, and regulate their nervous systems.

So when I look at nurture, I’m looking at:

* Sleep
* Nutrition
* Exercise
* Nervous system regulation

These are all things we can influence.

Now, let’s return to the heart of your question.

You’re looking at your child and saying:

“My child struggles with executive function, just like my spouse. Is there any hope?”

Absolutely.

There is always hope.

We want to address the basics: sleep, nutrition, exercise, and nervous system regulation.

Many people don’t want to focus on those things because they’re hard, but they are absolutely worth the effort.

Then we work on systems, mindsets, habits, and routines.

Kids need systems.

They need ways to:

* Plan
* Organize
* Focus
* Remove distractions
* Advocate for themselves

I know your child may resist planning. I know they may not want to get organized. I know they may say they don’t need help.

But they still need systems.

They also need healthier mindsets.

Many struggling kids think:

* “I don’t feel like it.”
* “Why do I have to do this?”
* “Leave me alone.”
* “I can’t.”
* “It’s too hard.”

Those mindsets can change.

We want to help them develop beliefs such as:

* “I can do this.”
* “I can figure this out.”
* “I can ask for help.”
* “I can make progress even when I don’t feel like it.”

Finally, we want habits and routines:

* Sleep habits
* Exercise habits
* Nutrition habits
* Study habits
* Help-seeking habits
* Bedtime routines
* Morning routines

We want to continually optimize these areas.

So, to answer your question:

It’s not nature or nurture. It’s nature and nurture.

The more we implement effective systems, mindsets, habits, and routines, and the more we address sleep, nutrition, exercise, trauma, and nervous system regulation, the more we help children access and strengthen their executive function.

Yes, the brain learns.

Yes, the brain adapts.

And yes, kids can improve.

What you’re really asking is:

> “Will my child be able to develop the skills needed to have a good life?”

The answer is yes.

With the right interventions, support, tools, and strategies, children can learn to take ownership of their lives, pursue their goals, build meaningful relationships, develop successful careers, and create fulfilling futures.

That is absolutely possible.

My name is Seth. Thanks for watching.

If you found this helpful, feel free to subscribe or share it with someone who might benefit from it. I truly appreciate it. I put my heart and soul into this work.

I hope you have a fantastic day, and I’ll see you soon.