The term ‘executive functions’ refers to a set of skills or processes that work alongside our intellect and creativity to allow us to respond to challenges of everyday functioning. These are the skills that enable us to focus our attention, remember important appointments, manage our emotions, plan ahead and juggle multiple tasks.
These processes occur in the front part of the brain known as the prefrontal cortex, which starts developing from birth but is not fully developed until the mid-late twenties. In typical development, as the brain structures develop, so do these executive functions. However, we know from research that adverse childhood experiences and early developmental trauma can cause maladaptation in the brain and subsequent difficulties with these skills. It is also very common for individuals with neurodevelopmental conditions such as ASD and ADHD to exhibit difficulties with their executive functions.
The implication of strong EF skills is now clear from the evidence base. It is therefore essential that EF skills are taught in schools from an early age. Alongside literacy and numeracy, we ought to be teaching children strategies to develop their attentional skills, inhibitory control and self-regulation skills. This starts with using the language to describe these skills. At Valuing Minds, we have developed our own acronym to help remember the constituent skills that are covered by the term ‘executive function’ – WORKSPACES: Working memory, Organisation, Restraint, Keep going, Starting, Planning, Attention, Cognitive flexibility, Evaluating, Self-regulation.
Is it really that important?
Yes! Given the significant rise in neurodivergence in our classrooms, with teachers struggling to have enough time and resources to give individualised attention to those who need it, a whole-class approach can deliver the teaching with minimal resource strain. In our EF training, we equip teachers with the skills and knowledge to deliver EF literacy to the pupils they work with. The impact of poor EF skills can be devastating, not only on a young person’s academic achievements but also on their self-esteem and self-belief. Adults and children alike are guilty of misattributing poor EF skills to poor character. We want to develop a complex sense of self-identity in children which allows them to attribute their difficulties, not to their entire self, but to a couple of specific areas. When teachers can help students identify their barriers to learning and provide strategies that students can employ to support their own learning needs, students become empowered and motivated and develop self-regulated learning skills.
A useful resource for anyone wishing to learn more about executive functions is the book by Peg Dawson, Carole Anne Bush and Laurie Faith titled ‘Executive Function Skills in the Classroom’.
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