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Today, we will focus on executive functioning skills. We will take a look at what these are and how we can support students. We will think about one specific student and see if we can determine the factors that are related to executive functioning, working towards creating a skill building plan.

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What can we do to take care of ourselves? 

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What can we do to take care of ourselves? 

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Executive Functioning Skills for Kids to Adults - The OT Toolbox

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Executive functioning skills develop over time. This resource details executive function in kids through adults.

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How to Teach Executive Functioning in Elementary (Free Lesson & Worksheet) | Everyday Speech

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Help elementary students build executive functioning skills with this free lesson & worksheet. Teach self-monitoring for better focus & self-regulation.

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Self-talk bracelets

Games and being purposeful about putting distractions out

emotions check in - using color blocks with kids - older kids (check in journal, slip and tally marks

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What are executive functioning skills?

Executive functioning (EF) skills are the abilities in our brain that help us complete everyday tasks. These skills include planning, organization, time management, metacognition, working memory, self-control, attention, flexibility, and perseverance. Sometimes, it's helpful to think of executive functions like an air traffic controller in our brains. The EF center is assigning tasks to each of the different skills. For example, it tells us to focus and really listen while someone is talking (attention), while reminding us to get started when we have an assignment due at the end of class (task initiation). All of these skills work together to make sure we are working efficiently and effectively while completing daily tasks.
What do each of the EF skills mean?
Each skill plays an important role in helping to accomplish both daily responsibilities and long-term goals. While reading up on the different executive functioning skills and their jobs, it's important to note that they often work together in different ways.

Planning is developing a well-thought-out strategy before starting a task. This involves thinking about what is needed before beginning something and creating a list of steps to help accomplish that goal in an effective way. Strong planning skills can help learners best use their time and complete tasks well, without needing to go back and revise work after the fact.

Organization is using strategies to stay neat and tidy. Being organized includes having a place for everything, developing a plan to keep materials orderly, and cleaning up we go. Learners with strong organization skills are better able to find what they need when they need it.

Task initiation means starting right away. That includes not procrastinating, even when it is a less-desired task (like starting homework or doing dishes). Skills with task initiation are critical because they are one of the initial steps in actually getting up and starting a job.

Time management is using time well to complete tasks. This helps us estimate how long tasks will take, prioritize tasks, and use time wisely. With strong time management skills, learners are better able to do their best and most focused work on jobs while also completing assignments on time.

Attention allows us to focus on a person or task for a period of time, ignore distractors, and refocus when needed. Strong attention skills can help to make sure learners hear and understand instructions, focus well during conversations, and concentrate on longer tasks.

Metacognition is thinking about our thinking. That means considering what we know and what we don't know about a topic as we learn. This can be a critical skill when studying for assessments, completing challenging assignments, and even just comprehending new learning material.

Working memory is keeping information in our heads while we use it. We use working memory when we solve complex math problems and juggle numbers in our head. We also use working memory when remembering critical details in a story or just thinking back to what the directions given in class were.

Self-control is stopping and thinking in order to make a more positive choice in the moment. That involves learning how to "hit the pause button," calm down when emotions run high, think through a situation, and make a good choice for now and the future. Learners use self-control in the moment, such as raising their hand before asking a question in class, and in the long-term, such as choosing to stay home to finish an assignment instead of going out with friends.

Flexibility is effectively coping with change. This means being open-minded, testing out new approaches, and going with the flow when things do not go as planned. Being a flexible thinker also means being able to see a situation in more than one way, which is critical for problem-solving and perspective-taking.

Perseverance is working through challenges and roadblocks that come up along the way. This means being able to try new strategies, continue working when a task is difficult, and even asking for help, when needed. Strong perseverance skills are necessary for success in all areas of life, as challenges are bound to come up here and there.

Why is it important to target executive functioning skills?

Executive functioning skills are in everything that we do. We use them when we plan out a long-term project, when we organize our materials, and when we use self-control to not call out when someone else is speaking. These skills are the foundation for success in and outside of school.

Can executive functioning skills be improved?

Yes! By explicitly teaching and practicing EF skills, we ensure that all learners have the strong foundation they need to be successful in and outside of the classroom. The idea is that we can train our brains to improve basic skills like organization and self-control.

Kids and young adults can also learn valuable compensatory strategies to help them through their struggles with staying organized, paying attention, and persevering through challenges. Not only does this give learners immediate short-term benefits, but gives support in the long-term as well. Below are some simple, but effective, strategies in teaching and practicing executive functioning skills.

Embed skills in the curriculum. Spend time teaching executive functioning skills through your current content and curriculum. For example, teach students how to plan when a research paper is assigned. Spend a few minutes giving organization tips when clearing out an old notebook. Discuss strategies for memorizing words when learning new vocabulary. Embedding EF skills into what you are already doing can be a highly effective strategy for success.

Problem-solve through scenarios. Teach learners how to overcome challenges by working through scenarios with them. Ask your students, "If you are headed to class and realize you don't have a pencil. What can you do?" and "Imagine you are taking a test, but you just can't focus. What might you try to help yourself?" Come up with your own or use these executive functioning task cards to get started. Working through these situations when they are not stressful is a huge key. This problem-solving practice can build new strategies, skills, and confidence.

Use games and play activities. Use break times to play fun educational games that can build executive functioning skills. For example, play Jenga at the end of the week as a reward to focus on practicing planning and self-control. Use brainteasers in the morning as a warm-up to practice flexibility and perseverance. The options are endless, and kids will have fun while learning.

Teach skills explicitly. When learners have significant executive functioning weaknesses, it's important to teach the skills in an explicit way. That means explaining the skill, discussing the reasons for learning it, and giving students practice. Use this yearlong executive functioning set to get started with your older learners (or try this EF set if you work with younger students).
Which skills should I focus on first?
It's important to note again that all EF skills work together. For example, learners will be better planners if they stay organized and can manage their time well. With that said, each person has individual executive functioning strengths and weaknesses. That means some learners might struggle with staying organized, while others need extra support practicing self-control.

A great way to know which skills to work on is to use the free executive functioning self-assessment. Join Pathway 2 Success to grab your free copy!

As a Pathway 2 Success member, you will get updates on blog posts and access to exclusive free resources in the member library, like the Executive Functioning Student Self-Assessment (and you will get a printable poster of the strategies visual posted above, too!). Just enter your email address below to join as a Pathway 2 Success member!
Where can I learn more about executive functioning skills?
It's clear to say that EF skills are a huge topic. Read up on more executive functioning skills with the blog posts below:
How can I get started?
Executive functioning skills are important. Whether you work with elementary, middle, or high school learners, there are resources that you can use to get started right away.

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What are executive functioning skills? Executive functioning (EF) skills are the abilities in our brain that help us complete everyday tasks. These skills include planning, organization, time management, metacognition, working memory, self-control, attention, flexibility, and perseverance. S

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What is the biggest thing you see kids struggle with when it comes to executive functioning skills?

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What is the biggest thing you see kids struggle with when it comes to executive functioning skills?

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What is one thing you can do in your classroom to help teach executive functioning skills?

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What is one thing you can do in your classroom to help teach executive functioning skills?

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As a school, what can we adopt for executive function characters to help develop plans/activities to help students?

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As a school, what can we adopt for executive function characters to help develop plans/activities to help students?

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Out of the the ten characters - which ones could go together? Create new characters for PES. In grade level groups, look for lessons to teach specific characters - think about which ones you would start with. Be sure to include some practice activities for kids. Later, we will build these EF skills into our self directed learner and our rubric to help students self-assess.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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1. Decide on the core qualities of a PES self directed learner

2. In groups - create I can statements for one quality

3. In groups - create a K-2 and a 3-5 lesson that could be used to teach students about the quality

4. As a team, we will create a one page document for students to self-assess the qualities

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Social & Emotional Learning (SEL)

Students need the tools to deal with adversity. Here's how teachers can help.

Michael Austin / theispot.com

For many children, the past year brought disruption on a grand scale, with the pandemic affecting virtually every aspect of their daily lives. And while "caregivers can't always alter children's circumstances or shield them from discomfort, they can offer a more enduring gift: tools to manage adversity," writes therapist and school counselor Phyllis L. Fagell for The Washington Post.

But it's clear that educators also play an essential role in helping children develop the determination and ability to persevere through difficult circumstances in school and life-this year, and anytime.

When educators help students "cultivate an approach to life that views obstacles as a critical part of success, we help them develop resilience," writes Marilyn Price-Mitchell, a developmental psychologist and author. "Resilience is not a genetic trait. It is derived from the ways that children learn to think and act when faced with obstacles large and small." When the adults in children's lives-caregivers, teachers, coaches-help young people develop resilience, it helps them "emerge from challenging experiences with a positive sense of themselves and their futures," says Price-Mitchell.

It's a skill that takes practice. "Resilience works like a muscle we can build through effort and repetition, and we want to keep our muscles strong and flexible so we can think of many ways to solve a problem," Mary Alvord, a psychologist and author, tells Fagell. "At the core, resilience is the belief that while you can't control everything in your life, there are many aspects you can control, including your attitude."

Here are five strategies, some recommended by Fagell and a few sourced from our Edutopia content, for helping students build the vital capacity for resilience.

Set Brave Goals

A big part of developing resilience involves being able to identify personal goals, and then being able to "tolerate the discomfort that's creating resistance toward that goal," psychologist Ryan C.T. DeLapp tells Fagell. This year, a brave goal might involve asking students to contemplate the camera-on/camera-off dilemma, exploring how it impacts their personal and academic growth. "Is not being on camera interfering with your academics, or likely to make it harder for you to be visual socially when the pandemic ends?" asks DeLapp. "That represents an opportunity for a brave goal."

Many educators use a SMART framework to help students set personal goals that are: specific; measurable; attainable; relevant; and timely. "It's not easy to write SMART goals," writes Maurice J. Elias, a professor in the psychology department at Rutgers University. "This skill takes time to develop, and it's especially important to have in place for students at the secondary level."

A vague goal, Elias writes, might look like this: "I will do better on my next report card." But a more productive goal-one that's a good mix of ambitious yet achievable-might look like this: "In the next marking period, I will take careful notes and review them at least two days before tests and quizzes so that I can ask the teacher questions about what I don't understand. I will do my math homework before I do things with friends, and when I hand it in, I will ask the teacher about anything I am not sure about. When I get anything wrong, I will make sure to ask the teacher, or one of my classmates how they got the right answer."

Once a child meets a goal, it's especially important to celebrate the achievement, notes DeLapp. "Make time to reflect on progress toward their brave goal, and express gratitude and excitement when they meet them," Fagell advises.

Model Learning from Mistakes

Learning from failure "is paramount to becoming a resilient young person," writes Price-Mitchell. Teachers can help by creating a classroom where "failure, setbacks, and disappointment are an expected and honored part of learning," where students are "praised for their hard work, perseverance, and grit, not just for grades and easy successes," and where they are held accountable for producing work about which they feel "ownership and internal reward."

Consider creating a classroom bulletin board where, in addition to showcasing students' achievements, "students can brag about their biggest mistakes and what they learned from them," wrote educational consultant and author, Richard Curwin. "Be sure to tell the class about your own mistakes, especially if they are funny, and what you learned from them," wrote Curwin, who died in 2018. Give students opportunities to correct mistakes and resubmit work and be sure to recognize when their work improves because "nothing shows learning from mistakes more than improvement," Curwin noted.

Or you can explicitly label some activities "rough-draft thinking" suggest math professor Amanda Jansen and her co-authors in a 2017 study, giving students "permission to ask questions, make mistakes, and then revise without the stifling prospect of failure."

Encourage Responsible Risks

High school special education teacher Daniel Vollrath likens resilience to a stress ball. "A stress ball is resilient because it springs back to its original shape after being squeezed," Vollrath writes. "Likewise, when students experience stress or frustration, we can think of that as pressure on them that they need to spring back from. The hope in presenting them with strategies to build resilience is that those strategies will ease the frustration and help them get back into optimal and productive focus for learning."

One way to foster resilience is to recognize and compliment students when they take responsible risks and challenge themselves-even and maybe especially when they don't achieve the desired results. For example, speaking up to answer a question during a Zoom class, even if the answer is incorrect, or "stumbling on words while reading out loud," writes Vollrath. "These are opportunities to build confidence, and risk-taking, and most importantly, to keep a resilient momentum going forward while in a safe space."

Label Difficult Emotions

Recognizing and naming emotions, from elementary school through high school, can help students "become self-aware and begin to manage their own emotional states effectively-psychologists call this labeling," writes Jorge Valenzuela, an education coach and adjunct professor at Old Dominion University. Once students learn to notice, name, and interpret their emotions, they are better prepared to make rational decisions and manage disorienting or disruptive emotions in their lives-critical elements of resilience.

A good place to start in the classroom is with quick daily emotional check-ins. Valenzuela lays the groundwork for these at the beginning of the year, using Plutchik's Wheel of Emotions to teach students the words they can use to describe the emotions they're feeling-with varying degrees of complexity based on grade level. "I find that [the emotion wheel] helps them categorize their emotions and their responses to those emotions," Valenzuela writes. "Additionally, students can recognize that other emotions are an amalgamation of the eight basic emotions or are derived from one or more of them. This is a very powerful realization for them-it serves to help them identify emotional triggers and begin planning to respond with good self-management strategies."

Write and Talk About Setbacks and Human Resilience

In middle and high school, writing assignments that focus on "sources of personal strength" can help kids explore different ways to build resilience, writes Price-Mitchell, who provides a few prompts to get started: "Write about a person who supported you during a particularly stressful or traumatic time. How did they help you overcome this challenge? What did you learn about yourself?" Another idea: "Write about a time in your life when you had to cope with a difficult situation. What helped and hindered you as you overcame this challenge? What learning did you take away that will help you in the future?"

But the topic of resilience isn't bound to one class-ELA, for example-it's relevant across the curriculum. "Opportunities abound to connect resilience with personal success, achievement, and positive social change," Price-Mitchell notes. "Expand discussions about political leaders, scientists, literary figures, innovators, and inventors beyond what they accomplished to the personal strengths they possess, and the hardships they endured and overcame to reach their goals. Help students learn to see themselves and their own strengths through these success stories."

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Students need the tools to deal with adversity. Here's how teachers can help.

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Resilience, Grit, Awareness, Innovation, Empathy