In our previous post, we explored how executive functioning skills intertwine with Social Emotional Learning (SEL) to support student success. Building on that foundation, let’s dive into specific executive functioning skills that serve as the building blocks for academic achievement and personal growth. These cognitive processes enable self-regulation, decision-making, and goal attainment—skills that are essential not just in school, but throughout life.
Executive functioning skills refer to the brain-based, cognitive processes that help us to regulate our behavior, make decisions and set and achieve goals. In the field of executive functions, a consensus exists regarding the terminology used, with the terms “executive skills” and “executive function skills” being commonly employed. These skills develop over time and are influenced by both biology and experience.
Social-Emotional Learning
As defined by CASEL,”SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions”.
By intentionally linking executive functioning skills with SEL competencies, educators can create learning environments that support both academic performance and social-emotional development. This holistic approach:
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- Enhances Self-Awareness: Students recognize their strengths and areas for growth.
- Promotes Self-Management: Students develop strategies to regulate their behavior and emotions.
- Fosters Relationship Skills: Students learn to navigate social situations effectively.
- Supports Responsible Decision Making: Students make thoughtful choices based on reflection and understanding.
Let’s take a look at each foundational skill and the supports that can be used to grow this skill in our students.
1. Response Inhibition
What It Is: The ability to think before acting, allowing individuals to pause and consider the consequences of their actions.
Deficits Look Like:
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- Elementary: Difficulty waiting for turns, interrupting others, or acting impulsively during activities.
- Secondary: Engaging in risk-taking behaviors, difficulty adhering to rules, and challenges with impulsivity in social situations.
Support Strategies:
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- Elementary: Incorporate games that require turn-taking and self-control, such as “Simon Says” or “Red Light, Green Light.” Establish clear routines and expectations to provide structure.
- Secondary: Teach self-monitoring techniques like reflective journaling. Introduce strategies for delayed gratification, such as goal-setting and reward systems.
SEL Alignment: Self-Management
2. Emotional Control
What It Is: The capacity to manage and regulate emotional responses appropriately to situations.
Deficits Look Like:
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- Elementary: Frequent emotional outbursts, frustration over minor issues, or difficulty calming down after becoming upset.
- Secondary: Struggles with stress management, overreaction to feedback or criticism, and challenges maintaining emotional resilience.
Support Strategies:
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- Elementary: Use emotion identification activities to help students recognize and name their feelings. Implement calming techniques like deep breathing or sensory breaks.
- Secondary: Encourage mindfulness practices such as meditation or yoga. Provide opportunities for self-reflection and teach coping strategies for stress.
SEL Alignment: Self-Awareness and Relationship Skills
3. Working Memory
What It Is: The ability to hold and manipulate information in mind over short periods.
Deficits Look Like:
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- Elementary: Trouble following multi-step instructions, forgetting assignments or materials, and difficulty recalling information.
- Secondary: Challenges retaining and applying information across different subjects, difficulty with complex problem-solving tasks.
Support Strategies:
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- Elementary: Utilize visual aids like charts and diagrams. Break tasks into smaller, manageable steps and repeat instructions as needed.
- Secondary: Teach note-taking strategies and the use of planners or digital apps. Encourage students to summarize information in their own words to reinforce understanding.
SEL Alignment: Responsible Decision-Making
In our next posts, we will continue to review some other executive functioning skills and offer more strategies for incorporating them into your classroom practices. Through this series, we aim to empower you with the tools to support your students’ success both inside and outside the classroom.
Explore More in This Series
Discover additional posts from this series by clicking on the posts below.
The Intersection of Executive Functioning Skills and Social-Emotional Learning: Starting with the Brain
The Intersection of Executive Functioning Skills and Social-Emotional Learning: Foundational Skills As The Building Blocks for Academic and Life Success Part 2
References:
Dawson, P., & Guare, R. (2009). Smart but Scattered: The Revolutionary “Executive Skills” Approach to Helping Kids Reach Their Potential.
Guare, R., Dawson, P., & Guare, C. (2012). Smart but Scattered Teens: The “Executive Skills” Program for Helping Teens Reach Their Potential.
The brain basis for integrated social, emotional, and … – aspen institute. (n.d.-b). https://www.aspeninstitute.org/wp-content/uploads/2018/09/Aspen_research_FINAL_web.pdf
What is the Casel Framework?. CASEL. (2023, March 3). https://casel.org/fundamentals-of-sel/what-is-the-casel-framewor
