What Are Executive Functions?

There is a lot of talk about Gen Alpha’s problem solving abilities. I often look at my own kids who seem to be in a constant state of confusion and wonder what the heck is going on. It is simple tasks like remember what pages their teacher assigned, organizing their backpack, figuring out how long to spend on a project. Why do this generation of kid need so much basic supports? The answer is found within understanding executive functions, which are the brain processes that act like the “CEO.”

Executive functions are the skills that determine our behaviors (Cleveland Clinic, 2024). Think of them as the mental air traffic control system. They manage processing information and deciding our thoughts, actions, and emotional responses.

Here are some examples:

• Working memory: This is different from long term or short term memory. This is where we hold information in mind while using it. Like knowing the path your drive to the car pool pickup lane everyday. You pull those directions to the forefront of your mind around 2:30 everyday. It’s like the tabs you have open on your desktop.

• Cognitive Flexibility: This is being able to pivot when there is a sudden change. Like maybe a train is blocking your usual path to the school so you turn around to take a different route.

• Inhibitory control: This is being able to stop before you say something you may regret. Or your ability to not utter curse words with your toddler in the back seat when you see the train on the tracks. Not gonna lie- I was surprised the F-bomb wasn’t my kids’ first words.

Working memory is like having a sticky note. It holds information while you use it (Oberauer, 2009). When you give your child directions with 3 steps and they actually remember and do it, that is working memory actually functioning (Luciana et al., 2005).

• Not remembering instructions halfway through a task.

• Struggling with following multi-step directions- this is often seen in math problems, especially word problems.

• Losing track of what they were doing

• Not being able to be fluent with mental math

Cognitive flexibility allows us to pivot when plans change, see problems from different angles and perspectives, and switching between tasks effectively (Palmiero et al., 2022). If your child struggles to roll with the punches, then their cognitive flexibility is struggling.

Signs of flexible thinking challenges:

• Meltdowns when a routine changes

• Not understanding or acknowledging different perspectives

• Always wanting to do something the exact same way

• Struggling with transitions from one activity to another

This is our ability to pause, think before acting, and resist distractions (Morasch & Bell, 2011). It is what causes kids to raise their hands before shouting out an answer during class (Morasch & Bell, 2011).

Signs of inhibitory control challenges:

• Struggling with waiting for a turn

• Often interrupting conversations

• Acting without considering the consequences

• Not being able to focus when there are distractions

Executive functions are crucial for learning because they help children:

• Plan and organize how they will do something

• Remaining focused and on task during lessons and homework

• Remembering and actually following classroom rules

• being able to pivot from one teacher’s expectations to another teacher’s seamlessly

• Having emotional control when something is difficult

IQ scores have less impact on academic success than executive function skills according to research. Children with strong executive functions do better in school, their social relationships are more stable and longer-lasting, and they have better resilience skills when something is difficult (Morgan-Borkowsky, 2012).

Here’s what a lot of us don’t know: these skills aren’t fully functional until our mid-twenties (Blakemore & Choudhury, 2006). Your responsible 16-year-old might still forget to turn in completed homework. Your 10-year-old who organized her closet by color may still struggle with the science fair.

• Early childhood (ages 3-6): Basic inhibitory control and working memory begins to develop

• School age (ages 6-12):They become more flexible and all three skills become more refined

• Adolescence (ages 12-18): Still developing, but becoming even more refined

• Early adulthood (ages 18-25): Executive functions finally on full blast

For anyone with ADHD, autism, dyslexia, or other neurodivergent conditions, executive function development is probably on a completely different timeline (Loverink, 2025). But, the timeline doesn’t mean the skills can’t be or won’t be developed. It just means they may need more scaffolding, explicit teaching, and more time (Loverink, 2025).

Understanding this difference and how your own child’s executive functioning is developing may help you:

• Have realistic expectations

• Learn how to provide appropriate support and scaffolding

• Remember to celebrate their progress at their pace

• Be better equipped to advocate effectively for your child’s specific needs

Consistent routines help reduce the cognitive load on your child’s developing executive functions and prevent the need to pivot before cognitive flexibility is ready (Semenov & Zelazo, 2019). When routines become automatic, your child can save their cogntive energy for learning at school.

Create visual and readily available checklist, calendars, and processes for everyday things (Najdowski, 2016). These tools help children know what is coming next, which can increase confidene and compliance.

Mindfulness exercises can strengthen inhibitory control and working memory (Maraver et al., 2016). Even just five minutes of deep breathing or meditation can help children develop better control over their emotions and learn regulation skills.

Large projects can be too much for a child developing executive functions. You can help them by breaking assignments into small parts with clear deadlines and steps for each part (Dizon et al., 2021).

Children learn by watching so you can narrate your own planning process: “I need to go to three stores today. I should go to the furthest one first and work my way back towards home.”

While executive function challenges are common, sometimes an expert may prove useful. You may want to consider some professional help if your child

• Seem really behind their peers

• Experiences frequent meltdowns- especially those related to changes

• Struggling academically despite showing you they know the curriculum

• They are struggling with developing friendships due to impulsivity or inflexibility

We aren’t here to label our kids or excuse their behavior. This is about realizing these skills are important and still developing. And learning how and when to provide the right supports to help your own kiddo feel successful.

As with everything related to parenting, it is important to remember that every child develops at their own pace. Parents are here to provide supports while they learn and to know when it is time to remove those supports. You can help your child develop these skills with patience, understanding, and the right strategies.

Your child’s brain is still a work in progress, and executive functions are some of the last skills to be developed We are looking at skills that go beyond just academic and are working on making sure they can be functional adults as well.

Blakemore, S. J., & Choudhury, S. (2006). Development of the adolescent brain: Implications for executive function and social cognition. Journal of Child Psychology and Psychiatry, 47(3-4), 296-312.

Cleveland Clinic. (2024, March 15). Executive function. Cleveland Clinic. https://my.clevelandclinic.org/health/articles/executive-function

Dizon, R. J., Ermitanio, H. D., Estevez, D. M., Ferrer, J., Flores, S. J., Fontanilla, K. M., . . . Sugay, J. (2021). The effects of Pomodoro technique on academic-related tasks, procrastination behavior, and academic motivation among college students in a mixed online learning environment. Globus Journal of Progressive Education, 11(2), 58-63.

Loverink, C. M. (2025). The importance of executive function skills in neurodivergent students [Master’s thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1160

Luciana, M., Conklin, H. M., Hooper, C. J., & Yarger, R. S. (2005). The development of nonverbal working memory and executive control processes in adolescents. Child Development, 76(3), 697-712. https://doi.org/10.1111/j.1467-8624.2005.00872.x

Maraver, M. J., Bajo, M. T., & Gomez-Ariza, C. J. (2016). Training on working memory and inhibitory control in young adults. Frontiers in Human Neuroscience, 10, 588. https://doi.org/10.3389/fnhum.2016.00588

Morasch, K. C., & Bell, M. A. (2011). The role of inhibitory control in behavioral and physiological expressions of toddler executive function. Journal of Experimental Child Psychology, 108(3), 593-606.

Morgan-Borkowsky, L. (2012). Executive functions in the schools: What do teachers know about executive functions and how they impact student progress? [Doctoral dissertation, Philadelphia College of Osteopathic Medicine]. PCOM Digital Commons. https://digitalcommons.pcom.edu/psychology_dissertations/230

Najdowski, A. C. (2016). Flexible and focused: Teaching executive function skills to individuals with autism and attention disorders. Academic Press.

Oberauer, K. (2009). Design for a working memory. In Psychology of learning and motivation (Vol. 51, pp. 45-100). Academic Press. https://doi.org/10.1016/S0079-7421(09)51002-X

Palmiero, M., Fusi, G., Crepaldi, M., Borsa, V. M., & Rusconi, M. L. (2022). Divergent thinking and the core executive functions: A state-of-the-art review. Cognitive Processing, 23(3), 341-366.

Semenov, A. D., & Zelazo, P. D. (2019). Mindful family routines and the cultivation of executive function skills in childhood. Human Development, 63(2), 112-131. https://doi.org/10.1159/000503822