Helping Neurodiverse Students with Executive Functioning

Neurodiverse students have a brain that processes and/or behaves differently than what is considered “typical.” For children with ADHD, imaging studies have shown imbalances in brain structure, which can cause the brain to be less effective at relaying certain behaviors, messages, or information. Their brain networks also show differences in functional connectivity, which can cause the areas of the brain responsible for movement, focus, and reward to become hyperactive or hypoactive.

The effect of these differences observed in children with ADHD can be especially prominent in the school setting when the child struggles with the tasks expected of the class simply because their brain does not function in the same way as a neurotypical student.

Neurodiverse Students and their Struggle with Executive Functioning

Neurodiverse students, especially those with diagnoses of attention deficit disorder (ADD) and attention deficit hyperactivity disorder (ADHD), struggle with executive functioning, which requires using self-control, memory, and attention in a flexible manner to plan, follow directions, and multitask.

Unfortunately, this struggle with executive functioning causes neurodiverse students to have a much harder time in school than other students. Despite these struggles, executive functioning remains an often-overlooked area of need during individualized education program (IEP) development.

How to Help Students Improve Executive Functioning

Even though neurodiverse students, in particular, will benefit from the below tips to support executive functioning skills, all children in a classroom can benefit. Recognizing that many students struggle with executive functioning is an important aspect for teachers, and as such, it is important to ensure teachers have the skills and knowledge needed to help their students in this regard.

Students who struggle with executive functioning often seem like they do not listen in class or are impulsive. However, these qualities typically arise because their executive functioning skill is weak, and strengthening their executive function can help address these qualities.

Use Graphic Organizers

When having students complete assignments independently, offer the option of a graphic organizer, which provides students a tool for organizing their information.

Technology is a wealth of resources, especially when it comes to strengthening executive functioning skills. There are many apps that allow the user to manage lists, generate reminders, utilize timers, and set goals. Incorporating these into a classroom, and showing students how to use these, can help neurodiverse students strengthen their executive functioning skills.

Model Executive Functioning

Teachers can find great success in modeling executive functioning skills to their class, talking through the process, and providing visual cues for the students to follow when incorporating these skills on their own.

This modeling can also be done through videos, images, or other forms of media. Showing students examples of executive functioning skills “in action” makes it easier for them to then incorporate these skills on their own.

Set Neurodiverse Students Up for Long-Term Success

Executive functioning is a crucial determinant not only of academic success, but also of how well a student will be able to self-regulate after graduation. Because of this important skill, a teacher’s ability to teach and incorporate executive functioning lessons into their daily teaching can provide yet another way in which they teach their students tactics for long-term success.

It can be upsetting for neurodiverse students, such as those with ADHD, to struggle with executive functioning. These students are often mentally capable of doing the work, they just struggle with the skills needed to focus and organize their work in order to do it successfully. By teaching students these skills, neurodiverse students can see greater academic and personal success.