🧠 Executive Function Skill #2: ORGANIZING (Neurodivergence, ADHD, 2e / Twice Exceptional)

Hey parents, teachers, therapists, maybe some students—or anybody who’s interested in supporting kids with executive function challenges.

My name is Seth Perler. In this video, I’m going to talk about one of the 13 executive functions. This is number two in a series, and today we’re going to talk about organization.

If we imagine executive function, we can think about this concept of organization. Executive function is rooted in the prefrontal cortex—the front third of the brain. This part of the brain generally helps us with what’s called executive function.

Different experts, as they often do, define executive function differently. I talk about 13 executive functions. Some will say five, three, ten, eight—whatever. But I try to put these into terms that are easy to digest and understand.

So first, in this series on the 13 executive functions, I’m going to talk about the skill set of organization. The reason I want to define this for you is because when you hear my definition and how I explain it, it will help you support the students you’re trying to help.

Let’s go ahead and take a look at the definition. After I show you the definition, I’m also going to show you how this shows up. I’ll walk you through some of the most common signs so that you can clearly identify whether this is an area of challenge.

So let’s look at organization.

Here’s how I define the executive function skill set of organization: organization skills are the skills for creating reliable structures or systems to keep track of things, so that we’re prepared with what we need, when we need it. We also build skills to organize our thoughts and our writing.

Let’s start at the top.

Organization skills are skills for creating reliable structures or systems. The first thing I want to point out is the word “skills.” The reason that’s so important is because a lot of misunderstandings about these kids end up shaming them—“You just need to try harder,” “You’re not motivated,” “You have so much potential,” and so on. These misunderstandings are not helpful.

When we understand that these are skills that can be built and developed, that gives us a completely different and much more helpful lens. So we start with the idea that these are skills.

Now let’s talk about the word “reliable.” In my work with students, this word comes up a lot. Do you have a reliable system for organizing and keeping track of things?

Do you have a reliable system for where you put your chemistry homework? Your math materials? Your pencils or highlighters? Is there a system you can trust—something reliable—so you can find what you need and be prepared when you need it?

Now, I also use the words “structures” and “systems” because organizational systems are things we’ve thought through. They are intentional.

What’s really interesting is that we may perceive a student as being very disorganized. But if you look at their hobbies—the things they’re really interested in—you’ll often see a method to the madness. This is important, because it means they are already using executive function skills in certain areas of their life.

So the question becomes: how do we help them transfer those skills to other areas where they need them? That’s a powerful insight that can really help you support them.

We also build skills to organize our thoughts and our writing. So this isn’t just about organizing physical things.

Imagine a student whose thoughts are all over the place, or whose writing goes in a million different directions. That’s disorganized thinking and writing—and those are also skills that can be learned and developed.

Now let’s talk about how this shows up.

Here are some of the most common signs I see:

A messy backpack, locker, desk, or bedroom—just generally disorganized and cluttered spaces.

A lot of piles that don’t get organized. They just keep building up over time, which causes problems—especially as kids get older.

Paper management problems—losing school papers, not putting them in the right folders, or stuffing them into backpacks, lockers, or desks.

Often, notes are scattered across random notebooks instead of being in the correct place. The note-taking itself may be disorganized, with notes on random pages, making them difficult—or even impossible—to study from later.

Another common sign is forgetfulness—being unprepared or forgetting things—because the organizational system isn’t reliable yet. And that word “yet” is important, because this is a skill we can build.

Finally, many students feel overwhelmed by where to even start. They don’t want to organize, clean, or manage their space because it feels too big and unclear.

If you tell a student, “Clean your room,” that’s actually a whole series of smaller tasks—and that can feel overwhelming. What they need is compassion, empathy, and guidance in learning systems for how to do this step by step.

You’ll also often see disorganized written assignments—writing that jumps all over the place, reflecting disorganized thinking.

Anyway, my name is Seth Perler. I’m glad you’re here.

This is my site, sethperler.com, and I also have another site, executivefunctionsummit.com, where I interview some amazing people in the executive function world.

You can find me on YouTube, podcasts, and all the usual places.

If you like what I’m doing, please share it with someone today.

I’d also love to hear from you in the comments. When you think about defining the executive function skill set of organization, how would you define it? How would you explain it to a child? What’s your best definition?

And what are some of the ways you see it show up? Did I leave anything out that you’d add to the conversation?

Have a fantastic day.

I want to wish you peace in your heart, joy in your life, and connection with the people you care about—especially the kids in your life.

Again, my name is Seth Perler. Take care.