Executive Functioning Explained
Skills Every Brain Uses to Plan, Focus, and Adapt
By: Charlotte Anderson
Every day your brain unconsciously juggles dozens of moving parts: planning, remembering, staying focused, switching gears. Executive functioning (EF), is something our brains use every single day. It allows us to plan ahead, manage our time, remember important information, focus on what matters, and adapt when life takes turns.
For neurodivergent children, teens, and adults, including those with ADHD, autism, or learning differences, executive functioning often works differently. OCD, anxiety and depression can also impact the way executive functioning work. Sometimes these skills come more slowly, develop unevenly, or require extra support. Neurodiverse individuals typically have more clear areas of strength and difficulties with their Executive Functioning skills. Understanding Executive Functioning is about building empathy, setting realistic expectations, and finding practical ways to help every brain succeed individually. Children with autism may develop differently, meaning that their brains grow and learn on their own unique timeline.
What Is Executive Functioning?
Executive functioning refers to a set of top-down mental processes that help regulate behavior, thoughts, and emotions so we can work toward our goals (Diamond, 2013). Think of it as the brain’s “management system,” located largely in the prefrontal cortex.
Researchers generally group Executive Functioning into three core skills:
Working memory- holding and manipulating information in your mind at a specific time (for example, remembering multi-step directions while cooking dinner).
Long-term memory- holding and manipulating long-term information in your mind (for example, knowing how to ride a bike).
Cognitive flexibility-shifting between tasks or ideas, adapting to changes, and seeing problems from multiple angles (for example, switching from a postponed history test to focus on tomorrow's math quiz).
Inhibitory control- Pausing before acting, resisting distractions, and choosing a response that fits the situation rather than going with the first impulse (for example, pausing after a snarky remark and responding calmly and respectfully).
These skills develop rapidly during a child’s preschool years as the brain’s frontal networks grow—but they keep developing through adolescence and into early adulthood as well (Zelazo & Carlson, 2012). They also respond heavily to life experiences, environment, and even emotions.
Hot and Cool Executive Functions
Not all executive function tasks are the same. “Cool Executive Functioning” skills are the ones we use in emotionally neutral situations, like solving a puzzle—and “hot Executive Functioning” skills are what we use in emotionally charged situations, like resisting the urge to shout when frustrated (Zelazo & Carlson, 2012).
For example:
Cool EF might be remembering the steps of a math problem.
Someone engaging in Hot EF might be keeping calm when your classmate takes credit for your work.
This distinction between the two matters for neurodiverse kids, teens, and adults. Many neurodiverse people handle cool EF well, but struggle to respond in situations requiring hot EF. For example, a child with ADHD might ace a worksheet in a quiet room but have trouble staying focused during a noisy group activity. Understanding which type of EF is required can help caregivers and educators offer the right kind of support.
Why Executive Function Matters for Neurodiversity
Executive function challenges are common in neurodivergent populations. Working memory and self control may be weaker in people with ADHD, making it more difficult to control impulses or remember multiple steps at once. Flexible thinking can develop differently in people with autism, which can make abrupt changes or transitions more difficult (Zelazo et al., 2016; Craig et al., 2016).
These differences aren’t deficits of character, they’re differences in brain wiring. Most importantly, EF is workable. The brain systems that support EF can adapt and strengthen with the right interventions, especially when strategies are introduced early and tailored to the individual’s needs (Zelazo & Carlson, 2012; Diamond, 2013).
How Executive Functioning Skills Show Up in Everyday Life
If your child has trouble with executive functioning: You may see:
Time management struggles - homework started too late, or a constantly lagging morning routine.
Impulsivity - blurting our responses, grabbing a toy rapidly, or making quick decisions without thinking them through.
Difficulty switching gears - trouble shifting from one activity to another, despite the new activity being enjoyable.
Challenges achieving long-term projects - losing track of steps, forgetting deadlines, or starting strong then losing steam on projects.
These are not signs of lack of effort or laziness, but signs that their brain’s manager needs extra tools, practice, and support.
Supporting Executive Function Without Shame
When parenting, shaming a child for Executive Functioning challenges doesn't help. Saying, ¨You’re so disorganized,¨ or ¨You never think before you act.¨ might stop the behavior in the short term, but it doesn't help to build new skills.
Instead, parents can:
Model EF skills- narrate your own planning process out loud (¨First, I will write a grocery list, then I will check what is in the fridge so I can plan accordingly.¨).
Use visual supports- such as calendars, checklists, or timers to make planning more concrete.
Break tasks into smaller steps- then celebrate progress at each step (through verbal encouragement, candy, or more play time).
Practice these skills in low-stress contexts- build ¨cool EF¨ skills before tackling ¨hot EF¨ situations (for example: in your home or backyard, in a place where your child feels comfortable).
These approaches align with research which proves that EF improves most when the environment supports learning through structure, staging, and opportunities to practice in purposeful contexts (Diamond, 20134; Zelazo & Carlson, 2012).
The Brain May Change At Any Age
One of the most encouraging findings in EF research is its flexibility. Interventions such as mindfulness training, goal-setting programs, aerobic exercise, and specific cognitive games can strengthen EF skills across one´s lifespan (Diamond, 2013; DIamond & Ling, 2016).
For example, structured mindfulness activities can improve inhibitory control, while physical play like martial arts or dance can enhance working memory and focus. These benefits aren´t limited to children, as adults can also make gains, although early intervention tends to yield more lasting, and significant improvements.
A Final Word for Parents, Educators, and Caregivers
Executive functioning isn't just a buzzword, it’s the set of mental skills that help us navigate life. For neurodivergent individuals, differences in EF can make certain situations more challenging, but these skills can evolve with patience, support, and the correct strategies.
If your child struggles with staying on task, planning, or adapting to change, you are not alone. These challenges are typical, understandable, and most importantly, addressable. With the right understanding and tailored support, you can help your child’s brain learn to plan, focus, and adapt in ways that work for them.
At the Child Psychology Center, we work with children, teens, and families to strengthen executive function skills through neuro-affirming approaches. If you would like to learn more or explore strategies specific to your child, we are here to help!
References:
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168. https://doi.org/10.1146/annurev-psych-113011-143750
Zelazo, P. D., & Carlson, S. M. (2012). Hot and cool executive function in childhood and adolescence: Development and plasticity. Child Development Perspectives, 6(4), 354–360. https://doi.org/10.1111/j.1750-8606.2012.00246.x
Craig, F., et al. (2016). Executive function in neurodevelopmental disorders: A meta-analysis. Frontiers in Psychiatry, 7, 53. https://doi.org/10.3389/fpsyt.2019.00753
Nature Human Behaviour. (2024). Advances in understanding executive control. https://doi.org/10.1038/s41562-024-02000-9
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