In our previous post, we explored how the foundational executive functioning skills of response inhibition, emotional control, and working memory share a connection with SEL to help students academically and personally. These are foundational to self-regulation, decision-making, and goal attainment-skills important for school and life success.
In this post, we continue on our journey with three additional foundational executive functioning skills: flexibility, sustained attention, and task initiation. Each of these plays a pivotal role in helping students to adapt to change, sustain focus, and initiate tasks effectively. Understanding the difficulties students may have in each area and providing specific support will enable educators to foster inclusive learning environments that support cognitive and socio-emotional development.
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 connecting 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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- Fosters Relationship Skills: Students learn to navigate social situations effectively.
- Promotes Self-Management: Students develop strategies to regulate their behavior and emotions.
- Supports Responsible Decision Making: Students make thoughtful choices based on reflection and understanding.
Now let’s review the underlying skill and the supports that can be used to develop this skill in our students.
4. Flexibility
What It Is: The ability to adapt to new situations, switch focus, and think about problems in new ways.
Deficits Look Like:
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- Elementary: Resistance to changes in routine, difficulty transitioning between activities, or upset when plans change.
- Secondary: Struggles with accepting new ideas, rigidity in thinking, or difficulty handling unexpected challenges.
Support Strategies:
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- Elementary: Prepare students for transitions with visual schedules and verbal reminders. Incorporate activities that promote creative thinking and problem-solving.
- Secondary: Use role-playing scenarios to practice adaptability. Encourage open discussions that explore multiple viewpoints.
SEL Alignment: Relationship Skills
5. Sustained Attention
What It Is: The capacity to maintain focus on a task or activity over a period of time despite distractions or boredom.
Deficits Look Like:
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- Elementary: Easily distracted during lessons, difficulty completing tasks, or frequently shifting attention.
- Secondary: Inability to focus on lengthy assignments, procrastination, or becoming disengaged in class.
Support Strategies:
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- Elementary: Keep activities short and interactive. Use attention signals to bring focus back to the task.
- Secondary: Teach time-management skills and the use of tools like timers or apps to set study periods. Set clear, achievable goals for assignments.
SEL Alignment: Self-Management
6. Task Initiation
What It Is: The ability to begin tasks promptly without unnecessary delay.
Deficits Look Like:
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- Elementary: Avoidance of starting assignments, needing constant reminders to begin work.
- Secondary: Procrastination, particularly with challenging or less preferred tasks, leading to last-minute stress.
Support Strategies:
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- Elementary: Establish consistent routines that signal when to start work. Use visual timers or checklists to guide students.
- Secondary: Help students prioritize tasks and break them into smaller steps. Teach strategies for overcoming procrastination, such as the “five-minute start” rule.
SEL Alignment: Self-Management and Responsible Decision-Making
Next Steps
As we continue this series, we will explore additional executive functioning skills that support student success and provide strategies for integrating them into your classroom practices. By following this series, you will gain a comprehensive understanding of how these skills align with SEL competencies and how you can apply them to promote your students’ academic and personal growth.
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 1
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
