Executive Functions are a set of skills and processes that enable us to plan and carry out daily activities effectively. They are closely linked to educational attainment in English, Mathematics and Science. These functions develop gradually over time, with difficulties manifesting differently at various stages of life. They are not fully matured until we reach our mid-twenties, and in some cases, even later. The frontal lobe of the brain is primarily responsible for executive functioning, and variations in this area are associated with many common conditions.
The number of executive functions can vary depending on how they are classified, but the simplest way to categorise them is into three main areas:
- Cognitive Flexibility
- Inhibitory control (including self-control)
- Working Memory
These areas are frequently subdivided into specific functions such as Self-Awareness, Attention Control, Verbal and Non-Verbal Working Memory, Inhibition, and Self-Regulation, including the management of emotions and motivation. Additionally, Planning and Problem-Solving are crucial components. These higher-order skills are essential not only for successful learning but also for developing social skills, fostering friendships, and maintaining relationships.
Play is an important part of building executive functions, helping children learn to manage emotions, solve problems, and adapt to new situations.
Many neurodevelopmental conditions are influenced by executive functions. For instance, impulse control and attention are commonly affected in ADHD, while working memory difficulties are often associated with dyslexia and dyscalculia. Challenges with planning, organisation, and problem-solving frequently occur in individuals with Developmental Coordination Disorder (DCD) and ADHD. Furthermore, cognitive flexibility is a key factor in the diagnostic criteria for autism, as individuals may experience difficulty in adapting to new routines or perspectives.
What We Offer
- Observing and working with students, teachers and caregivers to identify specific areas of need and plan strategies to support with these.
- Standardised assessment for executive functions which can be used for identification or evidencing needs.
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