In our previous posts, we explored how the foundational executive functioning skills 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 the first three advanced executive functioning skills: planning and prioritizing, organization, and goal-directed persistence. Each of these plays a pivotal role in the academic and personal development of students in both elementary and secondary classes. In elementary classes, these skills provide the foundation for future success by enabling students to set and achieve goals, manage their time effectively, and persist in the face of challenges. As students progress to secondary classes, the demand for these advanced executive functioning skills becomes even more pronounced, as they are required to juggle multiple assignments, projects, and responsibilities. Students who possess strong planning, organization, and time management skills are better equipped to meet these demands and excel in their academic pursuits.

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. 

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:

• • 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.

1. Planning and Prioritizing

What It Is: The ability to create steps to reach a goal and make decisions about what to focus on.

Deficits Look Like:

• • Elementary: Disorganization of school materials, needing frequent reminders and repetition of instructions, or struggling with changing focus and adapting to new activities.
  • Secondary: Delaying the start of assignments or projects, overwhelmed when required to handle multiple tasks simultaneously, or challenges in logically sequencing information in written or verbal communication.

Support Strategies:

• • Elementary: Provide explicit instruction on basic planning techniques, such as creating to-do lists, setting goals, and breaking tasks into smaller steps. Guide students in breaking down assignments into smaller, manageable steps.
  • Secondary: Introduce and encourage the use of digital tools for planning, such as online calendars, task management apps, and reminder systems. Teach strategies for overcoming procrastination, such as breaking tasks into smaller parts and starting with the most manageable step.

SEL Alignment: Self Management

2. Organization

What It Is: The ability to create and maintain systems to keep track of information or materials.

Deficits Look Like:

• • Elementary: Frequently losing or misplacing important items, such as homework assignments, pencils, or textbooks. Needing repeated instructions and reminders to stay on track.
  • Secondary: Difficulty organizing thoughts coherently in written work. Difficulty sorting through and organizing materials effectively.

Support Strategies:

• • Elementary: Show students how to use labeled bins, color-coded folders, and simple containers for their materials. Implement visual supports with pictures in the classroom.
  • Secondary:  Communicate expectations for tasks like turning in assignments, checking and maintaining materials, and transitioning between activities. Teach student how to use tools such as binders, folders, and digital platforms for keeping materials in order.

SEL Alignment: Self-Management and Self-Awareness

3. Goal-Directed Persistence

What It Is: The ability to set a goal and work toward it without being distracted by completing interests.

Deficits Look Like:

• • Elementary: Struggles to maintain focus on a given assignment or activity. Exhibits frustration or a quick tendency to give up when faced with difficulties or obstacles.
  • Secondary: Struggles with initiating tasks promptly, leading to a hurried and stressful approach. Shows a tendency to avoid or resist engaging in tasks that require sustained effort, critical thinking, or problem-solving.

Support Strategies:

• • Elementary: Use visual aids, charts, or checklists to help students visualize the steps involved and track their progress. Offer positive reinforcement for effort and persistence.
  • Secondary: Use rubrics and guidelines to clarify the criteria for success, helping students understand the desired outcomes. Encourage students to reflect on their strengths, areas for improvement, and the strategies that work best for them.

SEL Alignment: Self-Awareness and Self-Management

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.

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

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