If you’ve been in education long enough, you’ve probably heard the term executive functions. Maybe you’ve seen it in IEPs, professional development sessions, or even on social media, where it’s often tossed around as shorthand for “kids’ lack of organization or self-control.”
The problem? Executive functions are far more complex than simply being organized or staying in control. They are also one of the most misunderstood and misused concepts in education.
Let’s establish some clarity on what executive functions really are.
What Executive Functions Really Are
Executive functions are not a buzzword, a diagnosis, or just another catch-all for learning and behavior problems. They are a set of cognitive processes that act as the mind’s control center, making goal-oriented behavior possible, such as finishing a task, following directions, managing materials, listening and paying attention, or adapting when plans change.
Executive functions can be divided into two sets: core and higher order.
The three core executive functions are:
- Working Memory – the mental “scratchpad” where we hold and manipulate information in the moment.
- Examples: remembering the steps of a math problem or keeping track of multi-step directions.
- Inhibition – the ability to pause, resist impulses, and filter out distractions.
- Examples: not blurting out an answer or staying focused despite a tempting distraction.
- Cognitive Flexibility – the capacity to shift perspectives, adapt to change, or try new approaches.
- Examples: adjusting when classroom routines suddenly change or trying a new strategy after a mistake.
These core processes make it possible for students to develop higher-order executive functions, which include:
- Reasoning – making sense of information, identifying patterns, and drawing logical conclusions.
- Planning – setting goals, mapping out the steps needed to achieve them, and monitoring progress along the way.
- Problem-Solving – figuring out what to do when things don’t go as expected or when obstacles arise.
Together, these core and higher-order functions shape how students think, behave, and succeed in school. If knowledge is the orchestra, executive functions are the conductor.
Executive functions develop gradually over time. The core functions emerge and strengthen from roughly ages 3 to 12, while the higher-order functions mature from about 13 to 18. These abilities continue refining and level off in early adulthood (around ages 19 to 25) as the brain’s prefrontal cortex fully matures. There is also evidence that executive function performance may decline in later adulthood.
Why Teachers Should Care
Executive functions are at the heart of what it means to “do school.” Paying attention, following directions, transitioning between activities, managing time, keeping track of materials, and interacting with peers and adults appropriately all draw on the successful coordination of executive functions.
These skills are sometimes called the hidden curriculum, the unspoken rules and routines of school life. Students who have compromised or underdeveloped executive functions may appear “lazy,” “defiant,” or as if they’re struggling to understand the material. In reality, their developing executive functions may be to blame.
When teachers understand this alternative explanation, they can not only recognize these patterns as potential signals but also use that knowledge to protect students’ developing executive functions by being intentional about how they create learning experiences.
A Quick Classroom Vignette
Picture this: you’ve just given directions for a simple math activity. Most students get started, but one child is staring at the board, clearly lost. Another is wandering the room looking for a pencil. A third is loudly asking, “Wait, what are we doing again?” Meanwhile, a ‘fast finisher’ has blown through the assignment but made every mistake possible.
It might be tempting to chalk their behavior up to inattention or lack of motivation. But what you’re possibly seeing are students at different points in their executive function development. One child’s working memory couldn’t hold the directions long enough. Another’s inhibition couldn’t resist the pull of distraction. A third lacked the cognitive flexibility to restart when things didn’t go smoothly.
The takeaway: these kids don’t necessarily lack interest or effort. They are students whose minds are still developing the control processes needed for goal-oriented behavior, and who benefit from structures, routines, and supports that make thinking easier to manage.
The Keys to Supporting Executive Functions
When it comes to strengthening executive functions in the classroom, two guiding principles matter most:
1. Decrease Ambiguity.
Students can’t regulate themselves or direct their attention if they’re unsure what’s expected. Clear routines, explicit instructions, and modeled examples take the guesswork out of school. These practices free up valuable working memory that might otherwise be spent decoding unclear directions or figuring out the rules.
2. Increase Automaticity.
The more students can do certain routines and tasks automatically–such as unpacking, collaborating with peers, or setting up materials–the less mental energy those tasks require. Automaticity preserves cognitive bandwidth so students can devote their best thinking to the actual learning.
These two keys don’t require special programs or extra curriculum. They are about designing classrooms that lighten the mental load so executive functions can do their job: supporting learning.
What Teachers Can Do
The good news is that executive functions can be strengthened in every classroom regardless of grade, content area, tier, or related service. Research and practice point to three powerful teacher levers.
Most teachers are already implementing these strategies in some form, but having accurate information about executive functions provides the professional knowledge to be intentional about how we approach the following three areas:
Establish Targeted Routines – Consistent, predictable routines reduce ambiguity and free up mental space for learning, lessening the demand on cognitive flexibility.
Implement Strategic Instruction – Chunk directions, use visuals, and pace instruction volume thoughtfully to protect students’ working memory.
Design Supportive Environments – Minimize unnecessary visual and auditory distractions and provide accessible resources, tools, and supports that allow students to offload cognitive demands.
These approaches are not about lowering expectations. They are about aligning them with how the mind actually works.
The Bottom Line
Executive functions are not just a special education concern or a miscellaneous label for problematic or underdeveloped learning behaviors. They are the mental capacities every learner draws on every day. When teachers understand and intentionally support them, classrooms become more equitable, accessible, and effective for all students.
Want to know more? Check out the following:
Intrigued? We’ve got an ENTIRE CONFERENCE focused on “Teaching Executive Skills” in New York City, April 16-18, 2026. We hope to see you there (or online).
Dr. Sarah Oberle authored this post to share insights from her work on executive functions in education. Along with co-author Mitch Weathers, she has written a forthcoming book, Executive Functions for Every K–3 Classroom, which will be published in April 2026. Stay tuned for this practical guide, packed with evidence-based strategies to help K–3 educators support students’ developing executive functions in the classroom.
