Helping Kids with Executive Functioning Challenges: What Parents and Teachers Can Do
Let’s talk about something that’s incredibly important but often misunderstood—executive functioning. If you’re a parent, teacher, or anyone working with kids, you’ve probably seen children struggle with things like remembering what to do next, staying organized, or even just getting started on a task. For kids with Autism, ADHD, and other learning or developmental disabilities, these challenges can be even bigger hurdles.
So, how do we help? The good news is that executive functioning skills can be taught! With the right strategies, kids can develop the tools they need to stay on track, complete tasks, and feel more confident in their abilities.
Let’s break it down—what executive functioning actually is, why some kids struggle with it, and what parents and teachers can do to help.
What is Executive Functioning?
Executive functioning is like the brain’s command center—it helps with things like planning, organizing, problem-solving, and self-regulation. Think of it as the "how" behind getting things done (Zelazo, Blair, & Willoughby, 2016).
When executive functioning is working well, a child can:
✅ Follow multi-step directions
✅ Start and finish tasks without getting completely off track
✅ Manage their emotions when things don’t go as expected
✅ Adapt to changes in routine
✅ Stay organized and remember important details
When executive functioning isn’t working well, it can look like:
🚩 Difficulty starting or finishing assignments
🚩 Losing track of homework, supplies, or daily responsibilities
🚩 Trouble following multi-step instructions
🚩 Emotional outbursts when plans suddenly change
🚩 Seeming “lazy” or “defiant” when in reality, their brain is just struggling to process what to do next
Why Do Some Kids Struggle with Executive Functioning?
Executive dysfunction happens when there are differences in how the brain’s prefrontal cortex is wired. This is especially common in kids with:
Autism (ASD) – Many autistic kids process information differently, making it hard to shift gears, plan ahead, or manage multiple steps at once. Sensory overload can also make executive functioning even harder (Craig et al., 2016).
ADHD – ADHD impacts attention, impulse control, and working memory, making it tough for kids to stay on task, manage time, and regulate their emotions (Hendry et al., 2025).
Learning Disabilities (Dyslexia, Dysgraphia, Dyscalculia) – Kids with learning differences may struggle with working memory and problem-solving, affecting their ability to follow through on tasks (Liu et al., 2024).
Traumatic Brain Injury (TBI) – Brain injuries can impact organization, impulse control, and cognitive flexibility .
Anxiety & Depression – High anxiety and depression can impair focus, memory, and motivation, making it difficult to complete tasks (Shuai et al., 2017).
Obsessive-Compulsive Disorder (OCD) – The rigid thinking patterns of OCD can interfere with adaptability and decision-making.
Fetal Alcohol Spectrum Disorders (FASD) – Prenatal alcohol exposure can result in significant executive functioning deficits (Southon, 2022).
Oppositional Defiant Disorder (ODD) – Often misinterpreted as intentional defiance, ODD can include difficulties with emotional regulation and impulse control (Shuai et al., 2017).
Understanding the Difference: Executive Dysfunction vs. Defiance
One of the biggest mistakes people make is confusing executive dysfunction with defiance or apathy. It’s easy to think, They just don’t want to do it! But in reality, kids with executive functioning challenges do want to succeed—they just don’t always know how.
🚫 Defiance: The child is making a choice to resist authority.
🧠 Executive Dysfunction: The child wants to follow through but struggles with planning, organization, or memory.
How can you tell the difference?
A child with executive dysfunction will often say they “forgot” or “didn’t know what to do,” even if they were just told. They may also start tasks but not finish them, get stuck halfway through, or become overwhelmed and shut down (Martinez, Stoyanov, & Carcache, 2024).
When we recognize these struggles for what they are, we can provide support instead of punishment.
Avoiding Punitive Discipline: The Mental Health Impact
Far too often, kids with executive dysfunction get in trouble for things beyond their control. Constantly being punished or shamed for behaviors they can’t manage yet can lead to anxiety, depression, and low self-esteem (Otero, Barker, & Naglieri, 2014).
Instead of punishments like detentions or lost privileges, we can use strategies that actually help:
Teach replacement strategies – Instead of punishing a student for interrupting, teach them to raise their hand, write notes, or use a visual cue.
Collaborate on solutions – If a student never turns in their homework, work together to create a checklist or reminder system instead of assuming they just don’t care.
Provide alternative communication methods – If verbal communication is difficult, offer written or visual alternatives.
Reframe behavior as a skills gap, not a choice – Instead of assuming laziness or defiance, ask: What skills are they missing, and how can I teach them?
How to Help at Home
Parents—your child may need explicit support in developing executive functioning skills. Some simple ways to help:
✔ Create consistent routines – Use visual schedules, timers, or step-by-step checklists (Diamond, 2012).
✔ Break tasks into smaller steps – Instead of saying, “Clean your room,” say, “First, pick up your clothes. Then, put your books away,” (McIntosh et al., 2019).
✔ Use timers and alarms – Give a set amount of time for tasks and use a fun alarm or countdown to keep things moving.
✔ Offer choices – Let them have some control: “Do you want to do your homework at the table or on the couch?”
✔ Model planning out loud – Say things like, “I need to make dinner, so first I’ll get the ingredients, then I’ll cook, and last I’ll clean up.”
How to Help in the Classroom
For General Education Teachers: "I Don't Have Time for This!"
It’s completely understandable for general education teachers to feel like they just don’t have enough time to give every struggling student the extra help they need. The good news? Small adjustments can make a huge difference (Martinez, Stoyanov, & Carcache, 2024)!
👀 Use visual supports – Post daily schedules, step-by-step task lists, and assignment breakdowns.
🔄 Pre-teach transitions – Give a countdown or heads-up before changing activities.
🎯 Check for understanding – Instead of just asking, “Do you understand?” have the student repeat the steps back to you.
🛑 Reduce unnecessary punishments – Instead of disciplining for late work or disorganization, help create a structured system to support them.
For Special Educators: The Power of Explicit Instruction
Kids with executive dysfunction often need direct, clear instruction on how to complete tasks (Pasqualotto et al., 2021). Here’s what works:
💡 Explicit Teaching – Break skills down into clear, step-by-step instructions (Zelazo, Blair, & Willoughby, 2016).
📋 Modeling – Show students exactly what to do before expecting them to do it on their own.
🖼️ Visual Supports – Use charts, checklists, and graphic organizers to help students stay on track.
🔍 Task Analysis – Break tasks into micro-steps and teach them one at a time.
Final Thoughts
Executive functioning skills are skills, meaning they can be taught. With the right strategies at home and in the classroom, kids who struggle with executive dysfunction can learn how to manage tasks, stay organized, and become more independent.
The key? Patience, structure, and support. Because when we stop seeing these challenges as behavior problems and start seeing them as learning opportunities, we give kids the tools they need to succeed—not just in school, but in life.
If you are interested in exploring with us digital media tools and content that can support executive functioning skills in your home or classroom, schedule a free consultation. We would be happy to support you… helping you to save some time.
Have a wonderful week!
References
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Diamond, A. (2012). Activities and programs that improve children’s executive functions. Current Directions in Psychological Science, 21(5), 335–341. https://doi.org/10.1177/0963721412453722
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