Parents and educators often see two very different types of students. There is the student who keeps track of every assignment, pivots easily when plans change, and stays calm during a tough exam. Then, there is the student who—despite being bright—constantly loses their sneakers, melts down over small mistakes, or seems "stuck" when a task has more than two steps.
These tendencies might be dismissed as a personality quirk, or lack of effort. But there's a more accurate dimension at play: executive functioning.
Think of executive functioning as the management system of the brain. Located primarily in the prefrontal cortex (the area right behind the forehead), it acts like an air traffic controller, managing the flow of information and making sure everything "lands" on time.
For a child or student, these mental processes are what allow them to:
Manage Time: Estimating how long a book report will actually take.
Focus & Switch: Paying attention to a lesson, then quickly transitioning to gym class.
Regulate Emotions: Not saying the first (potentially hurtful) thing that comes to mind when frustrated.
Problem Solve: Finding a new way home when their usual bus route is blocked.
Executive functioning isn't just one thing; it’s a team of four specialized "departments" working together:
The Idea Generator (Symbolic Thinking): This part of the brain tackles language-based problems. It’s what helps a student stay persistent when writing an essay.
The Common Sense Specialist (Nonverbal Thinking): This processes body language and social cues. It helps a child realize, "Maybe now isn't the best time to ask Mom for a treat because she looks stressed."
The Internal Coach (Predictive Speech): This is the "inner voice" that rehearses behavior. It’s what helps us think through the consequences of an action before we do it.
The "Lightbulb" Connector (Symbol Relations): This is the part of the brain that helps a student "get it." It connects new concepts to things they already know.
We often label children as "responsible" or "scattered" as if these are permanent parts of who they are. However, executive functioning exists on a spectrum.
High Functioning: These students are independent, "natural" leaders who juggle school, sports, and social lives with ease.
The "Routine-Reliant": These students do well as long as life is predictable. They use planners and checklists to stay afloat, but they might crumble under sudden stress or "out of the box" challenges.
The Struggling Student: These are the children who may be seen as "lazy" or "indifferent," but in reality, their prefrontal cortex is struggling to keep up with the demands of their environment.
The most important thing for parents and teachers to know is that executive functions are not fixed. Through neuroplasticity, the brain can change, connectivity can strengthen. Just as we can strengthen a muscle through targeted exercise, we can strengthen the prefrontal cortex through intentional mental stimulation.
Instead of just giving a student a better planner (a "crutch"), the underlying brain functions that make planning possible can be improved. When we strengthen these cognitive "muscles," students become more:
Independent: They no longer need constant reminders from adults.
Resilient: They can handle feedback and learn from mistakes without losing confidence.
Socially Aware: They navigate friendships and group work with greater emotional intelligence.
As parents and educators, our ultimate goal is to work ourselves out of a job—to raise individuals who can navigate the world’s complexities without us hovering over their shoulders. When executive functions are strengthened, we aren't helping them pass a test, we are giving them the gift of agency.
The "scattered" child can be transformed into a confident leader, the "stuck" student into a creative problem-solver. The brain is not a fixed vessel—it is a growing system, and with the right stimulation, the possibilities are limitless.