The Impact of Executive Functioning Challenges on Academic Success

As we start to think about going back to school, our thoughts turn to how to be best prepared for success in the upcoming school year. Executive functioning and school-related performance are often closely connected. How to improve executive functioning in teens is important to explore before the start of the academic year. We know these skills play a critical role in school-related success.

This blog will review Executive Function (EF) skills and challenges that can be experienced due to EF skill difficulties. It is essential to realize that EF struggles can go unrecognized or misunderstood for many students. This can add to anxiety at school and decreased academic success. However, EF challenges are common and manageable when individuals receive the right support. We will also briefly review ADHD and executive function, given that EF challenges are a hallmark of this neurodevelopmental disorder. 

Psychological assessments can be extremely helpful to shed light on what type of support is needed. This blog will also review assessment and therapeutic strategies so that individuals can better understand what might be most helpful. 

What Is Executive Functioning, and How Does It Affect Learning? 

Let’s review a variety of EF skills, one by one. We hope this list can help parents, teens, and teachers alike understand the importance of executive functioning and school success. 

This list can be shared with any teens, youth or students in your life to allow for reflection on what EF skills might need support!

• The ability to hold and use information in your mind over a short period of time
• Example: the ability to remember instructions while completing a task, such as a multi-step math problem
• This skill functions to support learning, following directions and problem solving
• Working memory challenges impact executive functioning and school success

• The ability to shift your thinking or adapt when things change; bringing a flexible stance to your thinking style
• Example: switching from one task or assignment to another; being able to cope with a change in routine
• Essential skill when one wants to engage in flexible thinking, transition and engage in creative problem-solving

• The ability to pause, resist impulsive actions or think before acting
• Example: not blurting out an answer in an inappropriate environment, or getting up from your seat when you are supposed to remain seated
• Key EF skill that helps with attention, emotion regulation and self-control

• The ability to set goals, construct a roadmap and organize steps that need to be done
• Example: Chunking a school project down into manageable tasks and organizing time across one’s week to get chunks of work completed
• Being able to plan is a foundational EF skill. It enables students to be independent learners and create agency for long-term success

• The ability to get tasks started without prolonged procrastination or delay
• Example: being able to get started on homework right after dinner instead of putting it off for hours or until it is almost the deadline
• This can be a struggle for students with ADHD, anxiety and co-occurring EF challenges; it may or may not be obvious to those around them

The following imaginary clinical vignette illustrates the difficulty a teen might have when it comes to task initiation and planning. It is based on years of Dr. Taube-Schiff’s clinical experience, but in no way resembles any actual clients seen. It is purely fictional. 

Jaden is a bright 13-year-old in Grade 8 who cares about academic performance. However, he consistently forgets to turn in homework—even when it’s completed. His desk and backpack are disorganized, and he often waits until the last moment to begin assignments. Despite strong verbal reasoning skills, his teachers describe him as “underperforming” and “disengaged.” Jaden is never defiant; in fact, he often feels ashamed and overwhelmed. His difficulties reflect challenges in task initiation, organization, and time management—hallmarks of executive functioning struggles. His parents frequently sit with him to help him start tasks and ensure they are finished. His family realizes this strategy is not sustainable, and he must learn these skills before university begins.

This vignette illustrates some common challenges faced by youth with EF difficulties. It is also important to note that there is no lack of motivation or desire by Jaden to get the work done and do a good job. From the outside looking in, parents and teachers might believe the youth is not motivated or willing to put in the hard work. However, that is not always the case. Therefore, more exploration is often needed, and skill-building is key.

What Are Common Signs of Executive Dysfunction in Students?

Executive functioning and school success are often highly related. We will discuss ways to recognize common signs of executive dysfunction in students. 

Parents and teachers might notice certain outward behaviours that are disruptive, but these are not always a reflection of what is happening internally for the individual. There are often differences between what is observed on the outside and what an individual might be experiencing on the inside. It is important to fully understand what someone is experiencing in order to learn how to improve executive functioning in teens. 

Some common behaviours might be noticed by parents and teachers, in and out of the classroom setting. These often include:

• Constant disorganization despite reminders
• Ongoing procrastination, even when the individual has full awareness of something being due
• Emotion dysregulation – this can take on many forms, such as emotional outbursts during transitions, becoming upset more easily than one might expect given the situation, and feelings/displays of unexpected emotional volatility
• Incomplete work might be turned in despite the individual being more than capable of finishing what has been assigned

A significant issue often reported by teens and youth who have grown up with EF challenges is that their behaviour is often misinterpreted as laziness or defiance. This can be very discouraging for the individual and can lead to feelings of shame, self-blame and eventual feelings of incompetence. This is not the objective of parents or teachers. However, it can happen over time when these behaviours are not understood well and are misinterpreted.

Here is a table to illustrate possible observable behaviours by age groups and common misinterpretations:

Please note that every individual has unique differences in behaviour and EF functioning due to developmental stage and maturity. While this table illustrates possible challenges, it is essential to speak with a regulated healthcare provider to understand your loved one and the possible reasons for any challenges that are being experienced. We will review the importance of assessment later in this blog. 

It is also important to remember that not all EF challenges result in an objective decline in marks and relationships. There are occasions in which an individual might learn to compensate for EF struggles, and the observable behaviour is difficult to decipher from individuals without any EF challenges. In these situations, it is important to ensure that individuals have a safe space to discuss their struggles and how they have been compensating, often to their own internal suffering. In addition, there might be a point at which continuing with this level of compensation is no longer possible. 

The following imaginary clinical vignette illustrates the difficulty a teen might have with executive functioning. We can see from this vignette that there can be extreme variability concerning achievement and the coping strategies one uses to compensate for these challenges. This vignette is based on years of Dr. Taube-Schiff’s clinical experience, but in no way resembles any actual clients seen. It is purely fictional. 

Julie is a highly perfectionistic, motivated high school student who strives to maintain top marks. To achieve this, she will spend hours rewriting her assignments, checking deadlines repeatedly and rarely sleeps before major tests as she is up all night studying. Her teachers regard her as highly capable. She meets with a therapist and has disclosed ongoing anxiety, indecisiveness and challenges with prioritizing her work and tasks.

Julie relies heavily on structure, control, and rigid rules to compensate for difficulties with executive functioning. As a result, her EF struggles are masked by achievement. However, her approach impacts her well-being and might look to others as if she is not having any issues. However, on the inside, she is experiencing a lot of anxiety and stress.

How Do Executive Functioning Issues Overlap with ADHD, Anxiety, and Learning Disorders? 

Is it common for people to wonder if executive functioning challenges are synonymous with ADHD or other issues? It most definitely is! Although ADHD and executive function often go hand in hand in terms of our understanding, it is important to understand the full picture. 

Executive functioning (EF) challenges can best be thought of as a cluster of different “performance-related” issues. Although the picture is far more complex! They may occur on their own or as part of other issues that an individual is experiencing. It is very common for individuals to associate EF challenges with Attention-Deficit/Hyperactivity Disorder (ADHD), as they do comprise a central part of the diagnosis. However, ADHD and executive function skills are complex, as we explain below. 

Dr. Russell Barkley, an internationally recognized psychologist and authority on ADHD, speaks to the idea that ADHD is not just a problem of attention but one of self-regulation. He speaks to the notion that key executive function systems involved in self-regulation are impacted by ADHD. Dr. Barkley has written about ways in which we can understand EF skills in the context of self-regulation:

• Inhibition can be understood as “self-restraint”
• Self-directed attention can be understood as “self-awareness”
• Verbal working memory can be understood as “self-speech” (i.e., internal narratives)
• Nonverbal memory can be understood as “self-directed sensing of the self”
• Problem-solving can be thought of as “self-directed play”

Readers who are more interested in the lifeworks of Dr. Barkley can review his resource-filled website.

For the purposes of this blog, we want to point out that EF struggles are not exclusive to ADHD. These struggles can emerge in children, teens and adults who do not meet full diagnostic criteria for ADHD but are struggling with planning, organization and emotion regulation in their day-to-day life. 

It is also important to consider the experience of anxiety disorders and learning disorders on executive functioning. The experience of anxiety can use up essential cognitive resources, especially working memory, and that can make it harder to focus, remember instructions or shift from one task to another (Moran, 2016). An individual with a learning disorder might also appear to be avoidant or disorganized. This could be caused by the academic tasks being consistently effortful or overly discouraging. Over time and with increased frustration, individuals can experience helplessness, shutdowns or procrastination that may appear to be difficulties with EF skills. 

Overall, we must remember that these overlaps are typically bidirectional and very complex. For example, a student with ADHD may experience intense anxiety due to ongoing experiences of failure, and a student with anxiety could also underperform in a manner that mirrors ADHD. It becomes difficult to fully understand what came first for that individual – the anxiety or the EF issues. And this is likely less important than understanding that these challenges do interact in complex ways. 

In order to fully understand what might be going on, a comprehensive psychological assessment can help untangle these layers, guiding more targeted interventions that address both surface behaviours and underlying causes. We return to this idea soon!

What Clinical Interventions and Skill-Building Strategies Can Help? 

You might wonder, is there therapy for executive functioning skills? There are various clinical interventions and skill-building strategies that can be used to support individuals with EF challenges, whether in the context of ADHD or not. Of course, the types of skills and ways in which they are taught will depend on the developmental age and stage of the individual. And therapy approaches should always be tailored to the unique needs of the individual. 

Overall, some effective interventions for executive functioning strategies include:

This involves breaking tasks down into small, manageable chunks. This can be done by understanding when a task is due and then working backwards to allot small amounts of time to the task on a daily basis. It is imperative to ensure the chunks are small and manageable to enhance motivation and organization to be able to complete the task. Parents or teachers can help individuals learn this skill until they can manage to plan it out on their own. This latter strategy is called scaffolding (see below).

This might involve turning off phone notifications for a teen or adult or removing the phone from the workspace altogether. Some individuals will remove social media apps that can cause distraction and time loss. Setting up one’s workspace without other types of distractions can be beneficial, too (e.g., fun books to read, magazines or a television).

Rewards and motivation can work at any age! With younger individuals, parents should be involved to help develop realistic rewards following the completion of tasks. Teens and adults can discuss rewards with friends or loved ones to try to set realistic goals and reward systems.

This involves setting up external structure within one’s environment to enhance the likelihood of success and to help build good habits over time. External scaffolds can include visual schedules, checklists, timers, or structured homework/agenda planners.

Although mentioned above as one of the external scaffolds, it is worth noting the extent to which timers can be employed. The uses of timers may include: ensuring small breaks do not extend too long; beginning work-related tasks; and eating, drinking or ensuring biological breaks. Timers can help in many creative ways!

Teaching individuals how long a task takes versus how long they think it will take can help build self-awareness, decrease procrastination and improve the ability to plan out tasks and pace themselves. By estimating and then tracking how long a task actually takes, individuals can learn to allocate time properly, adjust expectations and understand what is realistic in their schedules.

CBT strategies can address emotional and cognitive barriers like perfectionism, anxiety, or shame that may block skill learning and ongoing use. These strategies, in combination with the above executive function coaching strategies, are often helpful. 

All of these strategies must be implemented in an individualized way. What works for one person does not necessarily work for another! Some individuals also benefit from assistive technology, in combination with scaffolding and CBT strategies. A multi-pronged approach is often most beneficial. 

The following imaginary clinical vignette illustrates ways in which therapy for executive functioning can be beneficial. This vignette is based on years of Dr. Taube-Schiff’s clinical experience, but in no way resembles any actual clients seen. It is purely fictional. 

Samantha, a 15-year-old with ADHD, struggled with beginning her homework and would often leave projects unfinished. In working with a psychologist, she was able to learn how to estimate how long tasks would take and was coached on using a visual planner that was colour-coded. With ongoing practice and support, she also identified when her perfectionism was getting in the way and would be guided to start assignments in a “messy” way that was less than perfect. Over time, Samantha’s confidence grew, allowing her to plan and follow through on tasks throughout different areas of her life.

What Is the Role of Psychological Assessment and Therapy?

Psychological assessment and therapy can play important roles in understanding the nature and potential underlying reasons for challenges with EF skills. Comprehensive psychological assessments can help individuals to understand the nature of their difficulties as well as the possibility that a neurodevelopmental disorder is present (i.e., ADHD or ASD). We offer a variety of psychodiagnostic assessments at Forward Thinking Psychological Services®, including adult ADHD and ASD assessments. Within the context of these assessments, ADHD and executive function are assessed, as well as a wide variety of other skills and other mental challenges that might have been present since childhood. 

Psychological assessment and therapy are significant factors in supporting individuals with EF challenges – whether they are occurring in the context of ADHD, anxiety or other factors. It is also helpful to educate loved ones in order to provide collaborative support. This is also true for teachers within the school system. Individuals with EF challenges often experience stress and anxiety, and they need to learn more about why these issues are happening in a nonjudgmental space so they can begin skill-building and reach their true and full potential.

Supporting Growth, Not Just Performance 

We hope this blog was helpful to our readers and their loved ones to better understand the academic struggles that occur in relation to EF difficulties. These are not character flaws or happening purposefully. We want our readers to be curious, compassionate and proactive if they recognize EF challenges within themselves or their loved ones. 

As we know, school will be starting soon, and now is the perfect time to reach out for help! Does Forward Thinking Psychological Services offer therapy for executive functioning? We certainly do, and we also conduct adult ADHD assessments. If you want to learn more, then reach out to us at Forward Thinking Psychological Services®; We offer assessment and therapy services for teens, adults, and couples. We offer services across Canada in Ontario, Nova Scotia, British Columbia, and New Brunswick. Contact us to learn more!

References

https://www.russellbarkley.org/factsheets/ADHD_EF_and_SR.pdf
https://chadd.org/adhd-news/adhd-news-adults/executive-function-issues-and-adhd/
https://www.russellbarkley.org
https://childmind.org/article/helping-kids-who-struggle-with-executive-functions
https://www.additudemag.com/what-is-executive-function-disorder/?srsltid=AfmBOorwwger0zajKfs39Ke6Rz8Rr11Z_HO4QOZEoCYNvgMu49to385g
Moran TP. Anxiety and working memory capacity: A meta-analysis and narrative review. Psychol Bull. 2016 Aug;142(8):831-864. doi: 10.1037/bul0000051. Epub 2016 Mar 10. PMID: 26963369.