In Chapter 8 Mischel notes that executive function allows students to exert self-control in order to stay on track. They allow students to keep goals in mind, monitor progress toward goals, inhibit impulsive behaviors. EF helps students plan, problem solve and stay mentally flexible.
How important do you think executive function skills are to student success?
In my opinion executive functioning skills are critical to student success. In many cases these skills are often even more critical than intellectual ability. EF skills help students organize and prioritize information and assignments, sort through instructions and clarify expectations and stay focused on the task at hand. These skills help students learn to “do school” and become more successful in the classroom.
Bright students lacking in EF skills can appear disorganized and stressed, often forgetting to do assignments or are not able to find what they have done in order to turn work in and receive credit. Other students may get frustrated with them during group work as they might have great ideas but little follow-through with the actual task completion. Lower level students, on the other hand, when taught and given practice with some of these EF skills, can often overcome or compensate for weaknesses and improve their academic performance.
Well, I offer an Executive Functioning Group for students to help them build skill sets they score as limited. I do some executive functioning lessons in 6th grade as well as other grades. When I did the 6th grade lesson, the students took an assessment to see how they scored. I had students very interested in working on building skills that they were finding me and reminding me to run the group! When a student can see the benefit of an intervention and they remind me to run the group, my job will be so much easier in helping them learn.
Students we become more aware of working memory skills, impulse control, organization, scheduling, and studying. The data collected last year with the 6th graders supported that the students wanted more of this.
I would be interested in the assessment you used if you’d be willing to share? Glad to hear kids are asking for the group and finding it useful!
Jennifer, I am happy to share what I have used. Email me directly at email hidden; JavaScript is required.
Executive function skills are incredibly important for student success. The chapter states that it is the executive function that allows us to think with more focus and flexibility as well as less impulsiveness which allows us to attain goals. Of course those students who set goals and are capable of sticking with them are most likely to succeed. The students are able to deal with frustrations and failures better with executive function. It also helps with building relationships with others and in turn allows for more trust and respect. This then leads to less impulsive thoughts of abandonment and negativity.
I found this chapter really interesting especially as it mentions Carol Dweck. My school required all the teachers last year to read “Mindset.” It was really thought invoking when it came to my own mindset as well as that of my children. I recommend it to everyone. I like the connection of the two books.
Executive function skills are huge to student success. Often times students who have deficits in these areas appear lazy, unmoitvated, disorganized and struggle with peers. I find that most often when a student is brough up as a concern, 9/10 times they are struggling with turning in work, getting started, planning out tasks, etc. It can be frustrating for both teachers and students when these skills are lacking. it is essential we TEACH executive function skills so students can succceed in life:)
EF skills are extremely important for students to be able to exhibit self-control and to be at peace within oneself. Keeping impulsive behaviors in check allows students to stay mentally focused, set and work toward goals and monitor their progress with a clear vision. Not one cluttered with temptations that might prevent them reaching their desired goals.
SO IMPORTANT! Executive function skills are like the command center of our brain. They control organization, goal setting, prioritization, time management, attention & focus, flexibility, perspective taking…all crucial to success. Without having these skills and without any kind of strengthening of these skills, kids will not be equipped when navigating life’s challenges. Also, academic performance and success requires stamina, which is built on a foundation of solid executive function skills.
EF skills are extremely important if a student is to succeed in your classroom. Often times we take it for granted that a student coming to you will have these skills. When they do not, we see them having difficulty remembering assignments, prioritizing, organizing and paying attention in class. We may attribute these actions to a student not being motivated or driven.
At our school, we look at the incoming freshman who have had difficulty in the middle school. We pull them out of an academic prep or enrichment period once a week to actually teach them EF skills such as making checklists, organizing their binder and helping them to set realistic goals. Over time, these students become much more successful in their classes.
As a school counselor I see how important executive functioning skills are student success over and over again. In general, the kids who can focus, prioritize, organize, set goals, systematically work their way through projects, budget time, keep things in perspective,…are the ones who succeed and are generally happier and better adjusted. The kids who are impulsive, unfocused, unorganized and without discipline are constantly fighting themselves and everyone around them who expects them to produce something. Kids without EF skills seem confused, behind, lost and frustrated.
I think a huge part of a student’s success or lack of success navigating the academic world is directly related to their executive functioning skills. Having a high IQ, a great family background, and access to resources is not always enough to keep a student on a successful path academically. I’ve seen so many “smart” kids that struggle making it through the daily expectations placed on their shoulders because they can’t keep it together. They quickly grow frustrated and lose confidence in their ability to be successful in school. I’ve seen so many kids want to give up in school because they don’t think they are smart enough when really they struggle with keeping organized and focused. When taught the EF skills and supported these kids can gain their confidence back and find success.
I’m in my 12th year of teaching at Rockbridge Academy, a program for high school students who, for one reason or another, don’t fit into the standard school. Many times the reason they don’t fit in is because their executive function is not as fully developed as one would hope. They make impulsive, poor decisions like get into fights or get caught with drugs. In our setting, we try to help them see this connection between their poor choices and the consequences, and further to help them see the benefits of self control and EF. I must confess that it is rare that I have seen a marked transformation like this; we do get kids to make major strides in credit recovery and self reflect, but rarely do we see major wholesale changes in the way students approach life. I found the story of George Ramirez inspirational. KIPP changed George’s life in a profound way and was an example of the importance of EF. KIPP helped George develop work ethic, sitzfleisch that enabled him to have success and eventually led him to Yale. At Rockbridge our students are more likely to resemble what George might have become had his family not won the KIPP lottery. They are still bright and have positive potential, but they find it difficult or pointless to control their impulses. I wish I could say we see George Ramirez-like turn arounds, but we don’t. However we do make a difference in many lives by showing that academic success is still achievable.
So, yeah, executive function skills are crazy important to student success.
I don’t think anyone working with students can disagree with the assertion that Executive Functioning is very important to student success. We all see the impact of EF ability (or inability) on students every day. I think the key question is whether or not our schools can create structures and supports so that all students are basically “forced” to use executive functioning skills. At our middle school, we have a 30 minute period each morning where students engage in a variety of activities with their homeroom teacher. Tuesdays are called “Tracking Tuesday” and all 950 students are required to complete a Google form where they look at their grades and make goals for the week based on what they see. Teachers pay special attention to students with struggling grades and work with them on making realistic and attainable goals. We also give all of our students an agenda book where we expect them to write down their assignments. I am concerned that we increasingly live in a culture where our kids who struggle with the impact of poverty or unstable homes are falling further behind with their EF skills since the effects of stress and the lack of adult role models diminish their ability to improve and use executive functioning skills. This makes it all the more important that we implement EF instruction and strategies within our curriculum so that all students get the chance to succeed.
EF skills are extremely important as they are able to be used in all areas of life. In a student’s academic life, EF skills will enable students to prioritize and have a “plan” to help them accomplish their academic work. Students can self monitor and help themselves stay focused and on the path that they themselves have determined is necessary to completing their assignments and/or achieving their academic goals. This is important not only for long term assignments but in daily schoolwork (like homework ) when students need to be able to determine how best to complete work from multiple teachers. Learning how to self-monitor and refocus as needed is key, especially when distractions (like cell phones and laptops) are often being used as a resource for student work. EF skills are also quite necessary for students to utilize as they manage their time and navigate their lives outside of school. For example, a student who participates in an extracurricular activity or has a job needs to have good time management skills in addition to already having to prioritize the actual school work. Students with well developed EF skills will be able to transfer these same skills into the workplace as adults.
I think EF skills are incredibly important to the success of students. We know that when a student is stressed/scared/fearful and in their emotional brain they are not taking in new information. With EF being part of our “cool system” it is an essential tool in regulating and taking control over our thoughts. A child with a poorly developed EF system would lack the organization, deliberation, and goal oriented thought pattern to ultimately lead to success. Without the foundations of EF skills, so many essential aspects of education would be lost.
I feel executive functioning skills are crucial for student success in the school setting. In order to be successful, students most learn to control their impulses (those impulses could be to lash out out at another student or to speak when they have not raised their hand). I think I mentioned in last week’s post, that executive functioning skills are part of the hidden curriculum that exists in schools. Students may have high IQs and high academic skills but can still struggle in school tremendously if they do not have high executive functioning skills. I see this a lot in the middle school setting, especially with ADHD students. It is important we teach students these skills.
Executive functioning skills are pivotal to being successful in life. It all seems to boil down to the ability to have self-control. This is applicable at any age. I found it interesting how the text talked about having strong executive functioning skills in some areas, but they can be weaker in others; different people, situations, and places elicit different responses from different people. As adults, it is important for us to be aware of what triggers this for us, and our job as educators is to help students become aware of theirs and help them learn how to handle those situations. At our elementary school in Upper Arlington, students are taught to use Positive Behavior Intervention Supports (PBIS) in order to use as strategies to cope with emotions as well as promote positive language. For example, if a student is feeling in the red zone (when they feel out of control, extremely angry, etc.), they use physical strategies such as taking a deep breath, taking a walk, giving themselves a hug, or other techniques in order to get their bodies and minds back under control. Not only does PBIS include physical strategies to aid executive functioning, but it uses positive language so children are able to understand expectations. In the bathroom, students are expected to “go, flush, wash, leave,” and are taught to “work hard and be kind” to those around them. It allows students to understand what they can do rather than what they can’t. Students have clear expectations, and it creates a positive mindset. This skill is what George Ramirez deemed as his saving grace when he was in school. As evidenced by the studies mentioned in chapter eight, a positive mindset not only affects people mentally, but physically as well. I found it very interesting how people with a positive mindset healed from injuries more quickly and generally lived a longer life. The earlier that students are taught a positive mindset, the more easily problem solving, self-control, and motivational skills become. These important aspects of executive functioning affect people the rest of their lives, all in all making them vital to student success.
Executive function skills are incredibly important to a student’s ability to learn, grow and be successful. The ability of a student to allow his cool system to override his hot system, i.e. hot spots that trigger behavior that will impede his propensity to learn is the difference between success and failure, regardless whether it is a school environment or work environment. For example, I have a student “Jess” who frequently exhibits aggressive behavior while at his job site. He will only be successful in his placement if he develops the cognitive skills that will allow him to control his impulsive thoughts, actions and emotions.
I believe almost all student success skills can be boiled down to the need for strong executive function skills. The ability to delay gratification becomes important when students are tempted to interact with their classmates or social media instead of doing school work. The ability to plan is essential to being able to set and reach goals. Organization is vital to keeping all school work and homework in a safe place that can be located easily when it is due. (This is a topic that becomes more difficult as students enter middle and high school, and is one I work with my students on multiple times daily.)
Having strong executive function skills during school creates a strong base for the future, because these skills are necessary in just about every area of life, including adulthood.
Such a common issue with my middle schoolers! Many parent meetings involve brainstorming ways to help our students be more successful in the classroom. That almost always includes some intervention with the student’s executive function skills. Our students that can gain more skills in this area improve across the board.
I think EF skills are extremely important for students to be successful both in an academic setting and in life! Exhibiting self-control, setting goals, staying organized and being able to adapt to different situations are all a part of our daily lives and critical in education. I found it interesting that Mischell stated that if EF doesn’t develop well in pre-schoolers, they can be at greater risk for ADHD and other learning and social problems throughout their schooling. This is something that all pre-school teachers and parents should be made aware of. Can more be done in these early years to ensure greater success for students in the future…without putting too much pressure on them today?
Executive functioning skills are critical to students success in school and life. Our school has put structures in place through our PBIS (Positive Behavior Interventions & Supports) and Zones of Regulation programing to help support all students with EF skills. A big component of EF is Self Control. We have taught students how to become more aware of their emotions and ways to handle them in a positive manner using various tools.
As a counselor a tool that has really worked well with students who struggle with EF skills is checking in daily. I conduct a simple two to five minute check in, in the morning. The student answers the same three questions daily… What Zone are you in? What are you thankful for? What is your goal for the day? This consistent interaction helps the student flip into a positive mindset, become more self aware, and motivated.
Another strategy that has brought success to kids who struggle with EF skills is building in sensory breaks throughout the day.
To help all of our students to continue to grow and build upon their EF skills we have incorporated PAWS time into the classroom setting. Teachers and staff will take 3 to five minutes daily for students to have a mindful moment or two to become more aware of themselves. When you take the time to PAWS you become a better thinker and learner.
I think executive function skills are essential to students success. With these skills, students are able to set goals, be flexible and organized. They can pause and think about others and the outcomes of situations. These skills are especially important with our everyday distractions and interactions with classmates. When students have these skills, they will be happier, focused and well adjusted as they continue learning, as adults and in the workplace.
Executive functioning helps us stay on task, solve problems, plan, learn from our mistakes and be flexible. We use it everyday to accomplish a multitude of tasks. Just about everything we do requires us to use executive functioning skills. Students need to make decisions, move between classes, switch from subject to subject, stay organized, control their thoughts and emotions. When they are disorganized it will take them much longer to get dressed, or pack up, or do their assignments. They will become over whelmed with home work and school work. There are things that may help them follow through with tasks. Give them a check list, set time limits, use a planner, try different ways of learning, have routines, give rewards and let them know the reason why they are being asked doing something differently.
Executive functioning skills are vital to a student’s success. I have had the brightest kids fail because they lacked EF skills. This is especially true with some of my gifted kids. One is even labeled twice exceptional as he is gifted and on an IEP. I feel like executive functioning has become the buzz word in the last 5 years though.
Many of my at-risk kids lack executive functioning skills of time management, prioritizing, turning in work and just plain planning and writing things down. We talk a lot about this with freshman. I’m always amazed at the kids that have no way to keep track of assignments, and aren’t interested in a paper planner or using an electronic app to keep track of work. So we spend time on trying to identify a system that will work for them…. some are still looking:)
I worried about my own son 3 years ago when he started middle school because while highly intelligent, his binders were a train wreck and I swear he would have forgotten where his head was sometimes had it not been screwed on. Somehow, when he went to middle school he finally “got it” and he came up with a system that works for him. He realized the importance of his executive functioning skills if he wanted to be successful!
But how do we help students with this vital skill when nothing motivates them and there isn’t a lot of help or reinforcement at home? We won’t be there after graduation, and I truly worry about how some of my students will get through life based on where they are today.
EF is so important. A person can be so intelligent but have very little EF skills and be a mess. I know so many kids that EF skills are low and they just can’t stay above water. However, I feel as parents and educators we need to TEACH effective EF skills to our students. What I see many times is parents being their ” executive functioning” for their students. What is this teaching them? How is this going to help them in the future? So they are keeping it together now, but what about later in life when they have to be on their own? Parents need to be their support person, teach them but then let them try it on their own. They may fail but that is how they will learn what works for them by trying different things over and over. Just because something works for a parent does not mean it will work for the student.