Executive Functioning Series, Part 2
We recently wrapped up a workshop with a group of Learning Specialists, and one of the most frequently requested areas of support from teachers was executive functioning strategies. That makes sense! Executive functions are complex mental processes that help us plan, focus attention, follow directions, and manage complex tasks. And, they’re largely invisible! So, what does supporting EF in the classroom actually look like?
In Part 1 of this series, I shared a story about a student whose difficulties weren’t about understanding the content itself, but about the thinking skills she needed to work with and engage in that content. Once I started shifting my approach by chunking information, providing visual supports, and breaking tasks into manageable parts, she was able to understand and engage with the lessons more effectively.
Today, I want to go further and offer practical strategies for embedding executive functioning support into everyday classroom life.
💡 Idea 1: Make Executive Functioning Visible
Executive functions operate internally, which makes it hard for students (and teachers) to recognize when they’re not supported. To address this, bring EF skills outside the brain by:
Talking about executive functioning in the classroom
Posting visual checklists for multi-step assignments
Using daily or weekly planners that prompt students to list tasks and prioritize them
Incorporating anchor charts for crucial learning goals, like how to prepare for a test or revise an essay
Displaying sentence stems like “My first step will be…” or “I noticed I got distracted when…”
This makes the invisible cognitive work concrete and overt.
💡 Idea 2: Introduce “Plan Time” Before Work Time
I often expected my students to dive right into a task, but there is actually work that needs to happen before they get to work. Pausing to plan helps students regulate, organize, and clarify what needs to be done.
Try adding a 2–3 minute Plan & Preview window before a task:
You might say something like, “Before we begin, take 90 seconds: What materials do you need? What’s your first step? What might be tricky?”
Pose a question to the class, like “What would you need to do to be successful on this assignment?”
Model thinking out loud, “If I were doing this, I’d start by skimming the directions and number the steps. Then, I’d check that I have all the supplies. Now, I’ll do the short-answer questions first since those seem more straightforward.”
This metacognitive talk (talking about your thinking processes) helps students develop the inner voice they need for independent learning.
💡 Idea 3: Embed Brain Breaks and Transitions
EF fatigue is real. Shifting tasks, managing impulses (like resisting the urge to check your phone!), and sustaining attention drain mental energy, especially for students with ADHD or anxiety.
Use predictable brain breaks (not just for elementary or middle school, check out 17 ideas for high school classrooms)
Signal transitions with timers or countdowns
Offer transition questions: “What’s one thing you’re proud of from that task? What are you now thinking? How are you feeling?”
Even 60 seconds of intentional pause can restore attention and reduce frustration.
💡 Idea 4: Use Visual Scaffolds for Working Memory
Working memory is like a mental sticky note, but for many students, that note doesn’t stick long. Help them by offloading memory demands:
Offer graphic organizers that chunk and sort information
Keep key vocabulary or steps visible during lessons
For math: Show model problems with annotations
For writing: Use sentence starters and checklists that mirror grading rubrics
A huge shift in my teaching came when I realized that if students aren’t remembering the directions, it’s often not defiance or simply not listening; it can be a sign of working memory overload.
💡 Idea 5: Establish Consistent Routines
Routine is one of the strongest supports for executive functioning. Predictable structures reduce the cognitive load required to navigate the school day.
Some ways to build EF-supportive routines:
Start class the same way each day (like a warm-up, check agenda, preview objectives)
Use consistent language for behaviors and expectations
Carve out Taking Care of Business (TCB) time (shout out to my son’s 2nd grade teacher for this practice), which can include organization time to clean desks, update planners, and reflect on progress
Integrating EF into the classroom can feel daunting, especially because many of us were never taught these skills as students (me!). However, being open about your own growth, modeling strategies in real time, and giving students space to practice matters. It’s not about perfection; it’s about showing students that EF skills are highly correlated with success in and out of school. And it brings to light the important notion that “studentness” is not innate. “Studentness,” as EF expert Mitch Weathers calls it, is full of unspoken habits and expectations of a “good student” that can be learned and strengthened over time, and it helps students access the curriculum we care so deeply about.
