Executive Functioning

A set of cognitive processes that enable learners to manage everyday tasks, such as planning, solving problems, adapting to new situations, and self-regulating to achieve goals.

It is important to recognise that for some learners, executive functioning difficulties may stem from intrinsic behaviours that cannot simply be “unlearnt.” Educational settings should adapt their practices and provision to help learners navigate the mainstream environment safely and successfully. While some behaviours may continue to present challenges, they should be understood within the context of the learner’s individual needs rather than viewed solely as obstacles.

Short code	Description
Flexibility of thinking / shift	Difficulty adapting to change, transitioning between activities, and or revising plans when faced with new information, obstacles or setbacks.
Emotional Regulation	Difficulty recognising and or communicating feelings and managing these when experiencing strong emotions.
Response Inhibition	Difficulty stopping and thinking before acting.
Sustained Attention	Difficulty remaining focussed and on task in spite of distractions or lack of interest.
Task Initiation	Difficulty beginning or starting a task.
Working Memory	Difficulty holding information in mind whilst performing a complex task e.g. following multi-step instructions.
Planning and Prioritisation	Difficulty creating a plan, make decisions and prioritising for task completion.
Time management	Difficulty estimating and using time effectively. Difficulty keeping track of time.
Goal directed persistence	Difficulty persevering, adapting and following a task through to completion.
Metacognition	Difficulty stepping back to monitor and evaluate thinking and learning such as editing work.
Organisation of materials	Difficulty maintaining systems for tracking information and having materials needed.
Stress tolerance	Difficulty managing uncertainty, change and competing demands.