It’s simple to categorise a student’s actions as “laziness” or “bad behaviour” when they forget their homework or become upset about a little adjustment/changes. But rather than being character defects, these are frequently skill deficiencies.
We must shift from judgmental language, such as “You’re always messy,” to scaffolding, which is giving the brain the short-term assistance it needs until it can operate on its own, in order to support a learner with Executive Function (EF) problems.
Here is how we can support the 12 specific components of executive function in everyday life:
- Self-Monitoring and Restraint: Help learners notice their own behaviour by modelling “self-talk” out loud. For example: “If you get distracted, say, [I’m getting off track; I need to put my phone away]”.
- Working Memory: Don’t rely on verbal instructions alone. Use visual checklists/schedule and “First-then” visual cues so the learner doesn’t have to hold a long list of steps in their head.
- Emotional Control: Use the “Identify, Validate, and Respond” method. Validate that it’s okay to feel frustrated before jumping into problem-solving or immediately asking them questions.
- Focus and Attention: Keep workspaces clutter-free and use movement breaks—like a 30-second dance party/jumping jacks/animal walks—to help the brain reset between tasks.
- Task Initiation/Task breakdown: The hardest part is often just starting. Break a giant project into a tiny, five-minute task to help the learner get over the initial “hump”.
- Planning and Prioritising: Use family or classroom calendars. Work backward from a deadline to show the student exactly when they need to begin each phase.
- Organization: Use colour-coded folders or digital systems to categorise materials. Physical organisation helps lead to organised thoughts.
- Time Management: Combat “time blindness” by using visual timers so the student can see the time literally “disappearing”.
- Goal Setting: Model both successful and unsuccessful goals. Show them that it’s okay to pivot if a goal isn’t working out as planned.
- Flexibility: Explicitly praise a student by saying, “Thank you for being flexible!” when they handle a change in routine well. Add on new additional “surprise” task (can be a movement break/special task) in the visual schedule.
- Metacognition: Encourage “thinking about thinking” by asking, “How did you come to that decision?”. This builds self-reflection without making them feel interrogated.
- Stress Tolerance: Limit “heavy” adult conversations (like finances) around children and teach self-care acts, like deep breathing or listening to music, to manage their nervous system.
References
Chan, P. (2024, September 4). Empowering students with executive functioning (EF) skills in the classroom: An educator’s perspective. Dyslexia Association of Singapore. https://das.org.sg/news-events/blogs/159-english-literacy/1444-empowering-students-with-executive-functioning-ef-skills-in-the-classroom-an-educator-s-perspective.html
KK Women’s and Children’s Hospital. (2026, June 20). Executive functioning skills. https://www.kkh.com.sg/patient-care/conditions-treatments/executive-functioning-skills
Ng, E. L. (2023, May 1). Self-regulation and executive functioning: A focus on early childhood. National Institute of Education (NIE), Singapore. https://www.ntu.edu.sg/nie/news-events/news/news-detail/self-regulation-and-executive-functioning-a-focus-on-early-childhood
SPED*NET. (2026, June 24). The 12 executive functions: How to build skills for home and school [Video]. YouTube.