The Executive Function Crisis Among Students

Recently, I had a meeting with fellow academic coaches for my part-time job. We represent students ranging from 7th grade to college, each bringing unique perspectives from our grade levels. But despite our diverse student populations, we all circled back to the same concern:

Students are struggling with executive functioning. This is not just a trend among some students; it's a trend across the board.

We started listing what we’ve observed in our students:

• Lack of consistency in completing work and routines

• Lack of basic study habits

• Poor organizational skills: missing assignments, cluttered backpacks, forgotten deadlines

• Struggles with self-advocacy: not asking for help, not emailing teachers, not speaking up when confused

• A lack of initiative: waiting to be told what to do rather than taking the first step

• Difficulty taking accountability for work, deadlines, or choices

• Rising frustration and a pattern of avoidant behaviors when work feels overwhelming

• Weak time management, especially around breaking down long-term tasks or even writing to-do lists
  

So, what is going on?

In truth, many factors are at play: pandemic-era learning disruptions, increased academic and social pressures, digital distractions, and changing parenting styles. But regardless of the reason, we have to support our students in building the skills they’re missing.

As educators, we can't assume these skills are already present. In fact, we now have to intentionally teach them, just as we would teach essay writing or solving equations.

Some strategies to incorporate into the classroom:

Modeling thought processes: “Here’s how I would break this project into steps.”
Weekly check-ins with to-do lists: Helping students write realistic, prioritized lists.
Using visual calendars and planning tools: Helping students see their week or month.
Organizational mini-lessons: How to set up a binder, use folders, or create a homework routine.
Building self-advocacy scripts: Teaching students how to email a teacher or ask for help.
Weekly Reflections: What worked this week? What felt hard? What could we try next time?

If executive functioning struggles occur in 7th grade and college, we have a systemic issue—one that needs attention. 

Let’s continue to advocate for systems and routines in our schools that support executive function development.

Let’s normalize this support for all students, not just those with IEPs or 504s.

When we build these foundational skills, we’re not just helping students succeed in school; we are giving them tools for life.