Introduction
Executive functioning skills are critical cognitive processes that allow us to self-regulate and engage in goal-directed behaviour. This guide provides a comprehensive framework for understanding and supporting executive functioning in school-age children.
Why Executive Functioning Matters
Current Challenges
Mental health issues are rising among children and adolescents
Between 2016-2019, approximately 8.7% of children ages 3-17 had ADHD diagnoses and 7.8% had anxiety diagnoses
These rates continue to increase post-pandemic
Many schools lack adequate support systems
Key Executive Functioning Skills
Planning and predicting outcomes
Using past experiences to inform future decisions
Problem-solving independently
Adapting to changes and unexpected events
Developing multiple strategies ("Plan B" thinking)
Self-monitoring and adjustment
Breaking down complex tasks
Time management and resource planning
Social awareness and behavioural adaptation
Impact of Executive Dysfunction
Common Manifestations
Disorganisation and feeling overwhelmed
Slower task completion
Difficulty with social relationships
Challenges reading social situations
Emotional regulation struggles
Negative school experiences
Avoidance behaviours
The Anxiety Connection
Executive dysfunction often causes anxiety
Avoiding challenges increases anxiety
New experiences feel particularly stressful
Traditional interventions (like talk therapy alone) may be insufficient
Implementation Strategies by Role
General Education Teachers
Provide structured classroom environments
Use declarative language and model self-talk
Post clear visual expectations
Implement educational accommodations
Collaborate with special education staff
Special Education Teachers
Develop specialised supports
Provide additional scaffolding
Offer direct instruction in executive functioning strategies
Support skill application across settings
Collaborate on accommodation implementation
Teaching Assistants
Support independence vs. prompt dependence
Provide strategic cues and scaffolding
Assist with strategy implementation
Require proper training in executive functioning support
School Service Personnel (SLTs, Social Workers, Psychologists, etc.)
Embed executive functioning support in existing interventions
Address specific skill areas related to their expertise
Support social interaction and multi-step tasks
Provide direct strategy instruction when appropriate
Parents
Create structured home environments
Establish clear boundaries and expectations
Allow natural consequences
Support homework completion
Develop "real world" skills
Use visual schedules and analogue clocks
Assign age-appropriate responsibilities
Students
Participate actively in skill development
Use taught strategies
Make behavioural choices within their capability
Practice self-advocacy
Complete assigned responsibilities
Maintain basic organisation and hygiene
Leadership Implementation
Key Principles
Executive functioning support should be a school-wide initiative
One team member can lead implementation
Leadership skills are essential for program success
Integration into existing practices is crucial
Best Practices
Focus on skill building across environments
Avoid relying solely on reward systems
Emphasise independence over compliance
Build team collaboration
Provide ongoing staff training
Monitor and adjust strategies as needed
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