Strengthening Executive Function Skills
Executive function challenges affect how children plan, focus, remember instructions, and manage their emotions. These skills can be taught and strengthened with the right support. The strategies below are grounded in peer-reviewed research in cognitive neuroscience and developmental psychology.
Disclaimer: The strategies on this page are drawn from peer-reviewed research and clinical guidelines. Always consult your child's school or a qualified specialist for personalised advice.
What are executive functions?
• Executive functions (EF) are a set of mental skills managed by the prefrontal cortex that help us plan, focus, remember instructions, and manage emotions
• The core EF skills are: working memory, cognitive flexibility, and inhibitory control
• EF challenges are common in children with ADHD, autism, anxiety, dyslexia, and acquired brain injuries — and also occur independently
• EF skills develop gradually through childhood and adolescence; the prefrontal cortex is not fully mature until the mid-20s
Building working memory
• Give one or two instructions at a time — not a list of five steps
• Ask your child to repeat instructions back to you in their own words before starting
• Use visual checklists and written reminders so working memory does not have to hold all the information
• Reduce environmental distractions during tasks that require memory — every competing stimulus fills working memory capacity
• Play memory games (Concentration card game, Simon, story retelling) regularly — these build EF skills enjoyably
Supporting planning and organisation
• Teach your child to break tasks into steps by asking, "What is the very first thing you need to do?"
• Use a visual weekly planner so upcoming tasks and deadlines are always visible
• Practise backwards planning for projects: "When is it due? What needs to happen the day before? What about the week before?"
• Create consistent homes for objects (keys, shoes, bag, lunchbox) — reducing decision points preserves EF capacity for harder tasks
• Use a morning and evening routine chart with pictures or words for each step
Supporting impulse control and flexibility
• Practise "stop and think" strategies: teach your child to pause and name three options before acting on an impulse
• Role-play difficult situations in advance (conflict with a friend, frustration with homework) — this builds response flexibility
• Use "if-then" planning: "If I feel frustrated, then I will take three deep breaths before speaking"
• Warn your child of transitions 5–10 minutes in advance — abrupt changes are particularly hard for EF-challenged children
• Validate emotions while coaching behaviour: "You were angry — that makes sense. Let's talk about what to do next time"
What to avoid
• Avoid assuming your child is being defiant — EF challenges often look like laziness, rudeness, or forgetting on purpose
• Do not remove structure and supports when things improve — EF children rely on external scaffolding until their skills catch up
• Avoid over-prompting: gradually fade reminders as competence grows so your child builds independence
Working with your child's school
• Ask for EF coaching or a check-in/check-out system with a trusted school adult
• Request that teachers use graphic organisers, agenda books, and structured note-taking templates
• Evidence-based programmes include Unstuck and On Target, CBT for EF, and Zones of Regulation for emotional regulation
• A school psychologist can assess EF skills and recommend specific strategies tailored to your child
RESEARCH AND FURTHER READING
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168.
Dawson, P. & Guare, R. (2018). Smart but Stuck: What Every Student Needs to Know. Guilford Press.
Meltzer, L. (2010). Promoting Executive Function in the Classroom. Guilford Press.
Barkley, R. A. (2012). Executive Functions: What They Are, How They Work, and Why They Evolved. Guilford Press.
Center on the Developing Child, Harvard University — developingchild.harvard.edu