I see it at the start of every school year. Fresh notebooks and organizers, clean sneakers, and students walking through the door already carrying a weight on their shoulders.
Though some are excited for a new year, others worry. And for a lot of them, that worry isn’t really about class content or being able to understand the new material; it’s about how they will manage class routines, assignments, homework, friendships and everything else they must accomplish.
When a student’s Executive Function skills – like focusing attention, planning, organizing and managing emotions – aren’t firing on all cylinders, even a straightforward assignment can feel like starting a road trip without a GPS. Anxiety builds and learning takes a back seat.
The good news? Educators can provide tools that work right away. The following strategies, rooted in behavioral, emotional and cognitive control, have made a difference for my students. They work in any classroom, equipping learners to take charge of their education, navigate school and daily life and unlock their full potential.
Stop and think
After decades of educating students with ADHD and language-based learning differences, I now know that a broad direction, such as “Start your essay,” will almost always be met with a classroom full of frozen faces staring at blank screens. Instead of giving a broad direction, I’ll say something specific, such as, “Open your laptop and type the title of your essay.” That tiny change is often enough to get them moving.
When the “first step” feels too big, it can shut students down. Instead of “Do your homework,” say “Find your notes from yesterday.” Instead of “Study for the test,” say “Quiz yourself on the first five flashcards.” Write the step on the board or hand out a quick checklist.
Sometimes, before students even take that first micro-step, they need a moment to pause. This is a time to employ “Stop and Think” strategies, simple reminders to take a breath, consider what we need to do versus what we want to do, and choose our next move with intention.
To make this skill stick, I like using activities such as the Stroop Test, where students have to name the color of a word instead of reading the word itself. It’s a quick, often funny way to show how our brain wants to act automatically and how much focus it takes to slow down and choose a different action.
This isn’t just a classroom skill; it’s a life skill. Think of waiting to respond in a conversation until you’ve fully heard the other person, or keeping your phone away until your morning routine is complete. These moments of self-control translate directly into being able to focus, resist distractions, and follow through on schoolwork.
Keep calm and carry on
All human beings experience emotions. They’re not something to hide from, but assets we can validate and embrace. The challenge is responding to those emotions in ways that conserve cognitive energy so that we can stay focused on the task at hand.
When students arrive in class carrying frustration, anxiety, or excitement from earlier in the day, that emotional load can drain the mental resources needed for learning. Unregulated emotions put the brain in a heightened state, making it much harder to summon the cognitive energy to complete a task, even if they know exactly what to do.
I often start classes with a quick emotional “temperature check.” It could be asking students to share their mood in one word, on a 1–5 scale, or having them share a private sticky note about their feelings. From there, I help them choose a simple regulation strategy – including deep breathing, a stretch, a brief movement break – so they can shift from a heightened state to one ready for learning.
I have a set of Legos in my office, though I rarely use them. When a student is sent to me – maybe because they’re sad about missing home, frustrated with math, or overwhelmed by homework – I offer them the chance to build while I “finish something up.” When I talk with them, their emotions have leveled out, and their mindset has shifted. Not only are they willing to talk about what happened, but they’re ready to head back to class to learn.
Keep it in mind
When students don’t know how to start, it’s often because they can’t see the path forward. I try to “think out loud” when modeling a task: “First, I will read the directions twice. Then, I’ll underline the action words. Next, I’ll start with the easiest question.”
Working memory – the brain’s ability to hold and use information while completing a task – plays a significant role here. Games and activities can make this skill concrete. For example, in the “I’m Thinking of an Animal” game, students ask yes-or-no questions to guess the animal, but they have to remember all the clues already given to avoid repeating themselves. Or in the “Repeat the Beat” activity, each person claps or stomps in a pattern, and the next student must repeat it in order and add to it, holding the sequence in mind while making it more complex.
Whether recalling what a classmate said in a discussion, remembering the steps of a morning routine, or keeping track of the clues in a video game to reach the next level, working memory is everywhere. The more we practice it, the stronger it gets.
Putting it into practice
These strategies aren’t extra work; they’re minor tweaks that save time in the long run. Instead of spending 10 minutes trying to calm an anxious student mid-lesson, you pay 30 seconds upfront to make the starting point clear, check in on emotions, or model your thinking.
The payoff is huge. Students feel more in control, less anxious and more willing to take risks in their learning. And the best part? These aren’t just school skills, they’re life skills. When we help students strengthen their Executive Function, we give them tools far beyond our classroom walls.
Opinions expressed by SmartBrief contributors are their own.
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