Executive Functioning Guide for Children

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

1. Executive functioning support should be a school-wide initiative

2. One team member can lead implementation

3. Leadership skills are essential for program success

4. 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