Educators are well versed as to how important academic knowledge is, however research is showing that students benefit from the development of cognitive processes, like executive functioning skills. Read more.

Executive Functioning is a complex topic, but to simplify it, you can think of it like the management system of the brain. Executive function encompasses a set of skills, which can be cultivated to provide individuals with the, &ldquo;capacity to plan ahead and meet goals, display self-control, follow multiple step directions even when interrupted.&rdquo;&sup1; As you can imagine, the development of these skills can dramatically impact a person&#39;s life. Educators are well versed as to how important academic knowledge is, however, more and more research is showing that students benefit from the development of cognitive processes, like executive functioning skills.&nbsp;

So what are executive functioning skills?

According to Harvard University&rsquo;s article on Executive Function &amp; Self-Regulation, executive functioning includes:

<ul>
	<li>Working memory: Governs our ability to retain and manipulate distinct pieces of information over short periods of time.</li>
	<li>Mental flexibility: Helps us to sustain or shift attention in response to different demands or to apply different rules in different settings.</li>
	<li>Self-control: Enables us to set priorities and resist impulsive actions or responses.</li>
</ul>

So why should we be teaching executive functioning skills to our students?

Research based evidence has shown that incorporating the development of these skills leads to improved academic performance, enhanced social and emotional well-being, and most importantly they increase a person&rsquo;s lifelong ability to be adaptable.

<h2>Enhancing Academic Performance:</h2>

Diamond and Lee published findings in the &ldquo;Developmental Psychology&rdquo; journal in 2011, showing that students who received executive function training not only had improved reading and math scores but also were able to understand complex problems and complete tasks more efficiently. This alongside other research shows that there is a correlation between increasing executive functioning skills and improved academics.

<h3>Social and Emotional Well-Being:</h3>

A 2011 study found that children who had developed self-control over time had better outcomes of health, wealth and even less crime (Moffitt et al., 2011). This proves that it is worth our time as educators to help children develop self-control to make a positive impact that could last a lifetime. By being intentional about this, we could help children to go on to have successful careers and more stable relationships too. Self-control or the lack thereof impacts a person in so many aspects of their life.

<h3>Fostering Lifelong Adaptability:</h3>

Change is hard for everyone. However, you may have noticed, some people struggle with change more than others. It may be related to how well they have developed the ability to be adaptable. A 2018 Blair and Raver article published in &quot;Educational Psychology,&quot; highlighted the role of executive function skills in fostering lifelong learning and adaptability. When you can adapt easily, you can pivot in an evolving job market, you can critically problem solve and you can apply new relevant information as needed. Being adaptable is a skill that can be developed over time and one that educators can help their students with.

By now it&rsquo;s clear that educators should take the time to develop the executive functioning skills of their students to foster well-rounded, resilient productive members of society. The following strategies can help teach students executive functioning skills.&nbsp;

<h3> Teaching Executive Functioning Skills:</h3>

<ul>
	<li>Goal setting: Teach your students how to identify a goal, develop a plan and the steps to reach it, and then eventually achieve it. This works for both short- and long-term goals. It sounds simple but can have a lasting effect.</li>
	<li>Time management: Provide students strategies to prioritize time bound tasks so they learn how to make the best use of their time. I&rsquo;m sure you can see how this skill can easily help them in their future college or career.&nbsp;&nbsp;</li>
	<li>Organization: Simple techniques like how to sort out their schoolwork, or digital apps to remind them of pending deadlines will greatly improve their organizational skills.</li>
	<li>Checklists: Everyone loves to cross something off their to-do list. Students are no different! Teach them this valuable way to identify a list of priorities and find ways to get them done.</li>
</ul>

It&rsquo;s important to note that this list is not exhaustive. It should act as a starting point to develop your students&rsquo; executive functioning skills, which are critical to both their academic and personal success. Teaching these skills is an ongoing process, and it&rsquo;s important for educators to reflect in their practice and find ways to empower K-12 students to become more effective learners and more equipped to face the challenges of the real world. When it comes to executive functioning skills, remember that children aren&rsquo;t born with these skills, but with your support, they can surely develop them.

By: Susan Patil

<h4>References:</h4>

<ol>
	<li>What is Executive Function? How Executive Functioning Skills Affect Early Development. (2020, October 30). Center on the Developing Child at Harvard University. <a href="https://developingchild.harvard.edu/resources/what-is-executive-function-and-how-does-it-relate-to-child-development/">https://developingchild.harvard.edu/resources/what-is-executive-function-and-how-does-it-relate-to-child-development/</a>&nbsp;</li>
	<li>Executive Function &amp; Self-Regulation. (2020, March 24). Center on the Developing Child at Harvard University. <a href="https://developingchild.harvard.edu/science/key-concepts/executive-function/">https://developingchild.harvard.edu/science/key-concepts/executive-function/</a>&nbsp;</li>
	<li>Diamond, A. and Lee, K. (2011) Interventions Shown to Aid Executive Function Development in Children 4-12 Years Old. Science, 333, 959-964.</li>
	<li>Moffitt, T. E., Arseneault, L., Belsky, D. W., et al. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences of the United States of America, 108(7), 2693&ndash;2698. <a href="https://doi.org/10.1073/pnas.1010076108">https://doi.org/10.1073/pnas.1010076108</a>&nbsp;</li>
	<li>Blair, C., &amp; Raver, C. C. (2016). Poverty, Stress, and Brain Development: New Directions for Prevention and intervention. Academic Pediatrics, 16(3), S30&ndash;S36. <a href="https://doi.org/10.1016/j.acap.2016.01.010">https://doi.org/10.1016/j.acap.2016.01.010</a>&nbsp;</li>
</ol>

Understanding Executive Functioning Skills and How They Impact Students