Understanding Executive Functioning: A Q&A with Victoria Bagnall

Why SENCOs Should Watch This Training

Executive functioning skills are crucial for learning, organisation, emotional regulation, and everyday life. Yet, as Victoria Bagnall explains, many schools are still unaware of the impact that executive functioning difficulties can have on students—particularly those with ADHD, autism, and dyslexia.

This training session offers a deep dive into what executive functioning is, how it manifests in different students, and, most importantly, practical strategies that educators can use to support all learners.

If you’re a SENCO, teacher, or support staff member looking to enhance your understanding of executive functioning and how to develop these skills in your students, this is a must-watch session.

Key Takeaways from the Training

1. What is Executive Functioning?

• Executive functioning refers to the brain processes that help individuals plan, focus attention, remember instructions, and juggle multiple tasks.
• These skills are critical for managing time, staying organised, regulating emotions, and completing tasks efficiently.

2. Why Executive Functioning Matters in Schools

• Children with executive functioning difficulties often struggle with organisation, impulse control, time management, and working memory.
• Many neurodivergent students, including those with ADHD, autism, and dyslexia, have executive function challenges—but so do many neurotypical students.
• A child’s executive function skills are a stronger predictor of their GCSE results than their IQ.

3. Identifying Executive Functioning Difficulties

• Early signs in primary school: difficulty following instructions, struggling with transitions, frequent distraction, and emotional outbursts.
• Secondary school challenges: problems with homework completion, forgetfulness, losing belongings, and difficulty managing free time.
• Executive functioning skills do not fully develop until the late 20s, meaning students need ongoing support.

4. Strategies for Supporting Executive Functioning in the Classroom

• Regulation First: Students need to feel safe and regulated before they can engage in learning. Self-regulation strategies such as mindfulness, breathing exercises, and movement breaks help.
• Explicit Teaching: Talk openly about executive function skills and model strategies for planning, prioritising, and working effectively.
• Mental Contrasting: Identify barriers to learning in real-time and work with students to develop personalised strategies.
• Consistent Reinforcement: Skills must be practised repeatedly (at least 60 times) before becoming second nature.

5. Executive Function Coaching

• A student-led approach that helps learners set goals and develop self-awareness.
• Supports young people in building motivation, managing perfectionism, and developing practical strategies for organisation and focus.
• Available through Connections in Mind, with training for staff to become in-house executive function coaches.

6. The Role of Parents

• Encouraging a “Power Hour” (one hour a week where children choose an activity with a parent) strengthens connection and regulation.
• Daily 10-minute check-ins with parents can support emotional regulation and organisation.
• Parents should model strategies like using lists, setting reminders, and breaking down tasks into smaller steps.

7. The Need for Change in Schools

• Many school behaviour policies punish executive functioning difficulties rather than supporting students to develop these skills.
• A shift towards neuro-inclusive policies, rather than punitive behaviour management, is essential.

Call to Action: Why You Need This Training

Understanding executive functioning is not just about helping students with SEND—it benefits all learners. By embedding executive function strategies into daily teaching, schools can improve student outcomes, reduce behavioural challenges, and create more inclusive learning environments.

Next Steps:

✅ Access training on executive functioning—ensure your school understands and supports these critical skills.
✅ Consider executive function coaching—either for individual students or by training a staff member to deliver support in-house.
✅ Review your behaviour policies—make sure they align with a neuro-inclusive approach that supports rather than punishes executive functioning challenges.