Executive Functions for Learning

January 15, 2026 Allison Posey

You may recognize the student: the one who knows the material but can’t seem to start the assignment. The one who shuts down if the first try does not work out. Or the one who accomplishes the first task, but not the rest. It’s tempting to categorize these as “behavior issues” or a “lack of motivation”; however, there is an important shift to this perspective that can make a powerful difference for you and your students.

Executive Functions and Emotions

Executive Functions (EF) are cognitive skills that help us to set goals, plan, monitor progress, and engage in multiple tasks. Critical to EF are emotions. While often perceived as separate systems, they are tightly interconnected. In fact, emotions drive our cognition and, if “unplugged”, can make it challenging to engage in the skills required for the task.

Three components to EF include:

Working Memory: Holding information in mind in the face of distraction, for example holding onto multi-step directions or to key ideas in a discussion. A support for working memory might include providing a written option of a verbal discussion.
Inhibitory Control: Acting impulsively, for example or “blurting out” or getting easily distracted. A support for inhibitory control might be to model wait or reflective time.
Cognitive Flexibility: The ability to shift plans, for example shutting down entirely because the first method that was tried was not successful. A support for cognitive flexibility is to offer multiple solutions or share differing perspectives.

Turning Insight into Actions

Here are three tips to support a positive mindset around EF:

Recognize that EF skills are contextual: At different times and in different situations, any of us can have challenges to EF. Providing tools such as visual schedules, predictable routines, and clear goals creates an environment where EF is supported before students struggle or fail.
Recognize that what is required for some students can benefit many: Certain students may require a hint getting started (i.e., sentence stems) or other EF support, but many students can benefit from these scaffolds. Instead of only allowing “certain” students to use these tools, encourage any student to use the tools, as needed.
Shift the narrative: Instead of approaching EF as a “deficit” in the student, reframe the challenge to be a “deficit” in the environment. In other words, instead of saying “the student has poor EF,” reframe it to be, “the EF deficit in the environment is enhanced by…”

The Bottom Line

Executive function isn’t just about planners and folders; it’s about the mindset of supporting all learners to get the tools and resources they need to progress toward the learning goal.

Next time a student struggles to stay on task, ask instead: How is the design supporting the EF to stay on task?

About the Author

Allison Posey

Allison Posey is a Senior Instructional Designer at Learning Solutions and an international leader for Universal Design for Learning. She worked at CAST for 14 years, where she developed and led programs to apply UDL in schools, universities, and workforce settings. She supported research related to improving access to inquiry science.

Allison is passionate about improving instructional practices based on what we know about learning in the brain. She is the author of two books: Unlearning: Changing your beliefs and practices with UDL (2020) and Engage the Brain: How to design for learning that taps into the power of emotion (2018). She taught biology, psychology, and anatomy in high school and community colleges and still teaches courses at Lasell University. Allison earned a degree in Mind, Brain, and Education from Harvard Graduate School of Education. She is an avid hiker and loves being a mom.