Executive Function - The Hidden Skills Every Child Needs.

By Kelly Hutton

From working memory, to planning, organising and prioritising - what is executive function?

Executive function (EF) is a set of thinking skills that help us plan, organise, remember, solve problems and manage our day-to-day lives. Psychologists such as Barkley (2012) and Zelazo & Carlson (2012) describe it as a control centre which allows children to focus, switch between tasks, and keep information in mind when they need it.

A bit like the brain's admin centre, dependent on where you sit in the neurodiversity world, your admin team will be dependent on how your brain allocates its resources. For those with more neurodiverse brains, such as those with ADHD or Autism, EF can work differently. Research from Anderson (2010) and Willcutt et al. (2005) shows that many neurodiverse children have EF challenges; the way these challenges show up is very different in each child. This is why Hinshaw (2018) and Luo et al (2019) remind us that ADHD itself varies from person to person.

But EF isn't only important in children with a diagnosis; it benefits ALL children. Think of it like a wheelchair ramp: originally designed to support people with mobility challenges, but making access easier for everyone. When we build EF-friendly habits and environments, all children have a chance to thrive.

Many adults who are diagnosed with ADHD later in life grew up with strong scaffolding and support from parents, teachers or other adults. Those supports often masked their difficulties in childhood. So when those supports disappear in adulthood, challenges become more visible, leading to a later diagnosis. This is why it's important to recognise early on how we nurture habits that build strong EF skills, giving children all the tools they need to thrive as adults.

This is the first in a short series of posts looking at the different aspects of EF and how to nurture them. Today, we'll focus on working memory.

What is working memory?

Working memory is your child's mental notepad, the place where they temporarily store and use information. Diamond (2013) explains that it's key for tasks like following multi-step instructions, solving problems and learning new concepts.

If your child's working memory is overloaded, information can "fall off", like carrying too many cups on a tray. The good news? Just as muscles can be strengthened, working memory can be developed with regular practice and the right supports (Alloway & Alloway, 2010).

Everyday Ways to Develop Working Memory

There are simple, research-backed ways to support working memory at home:

• Play memory games: "I went to the shop and bought..." (Gathercole & Pickering, 2000)

• Break instructions into steps: ask your child to repeat them before starting the tasks (Swason & Alloway, 2012)

• Link new information to familiar things: this will strengthen recall

• Use visual reminders: sticky notes, picture cues or checklists to take the load off the memory

• Read together regularly: pausing to talk about the story helps children practise holding and using information.

What support is available?

At Nurtured Together, I can help families understand their child's executive function strengths and challenges, and create strategies that fit naturally into home life. Whether your child has ADHD, autism or simply needs a boost in planning, memory or focus, I can help nurture those essential skills.

The Collaborators Collective is one way we do this, a fun, child-led project group that builds EF skills through real-world problem-solving, teamwork and creativity. And the best part? It's designed for all, not just those with additional needs.

Collaborators Collective

Held in Loughborough, every Tuesday, 3.45 pm-5.00 pm

from Tuesday 2nd September

Email nurturedtogether@gmail.com to talk to me directly about how I can support you or click the link here to join us at the Collaborators Collective: https://www.nurturedtogether.co.uk/event-details/the-collaborators-collective-for-7-11-years

Further Reading

• Anderson, P. (2010). Assessment and development of executive function (EF) during childhood.

• Alloway, T. & Alloway, R. (2010). Improving working memory: Supporting students' learning

• Barkley, R. (2012). Executive Functions: What They Are, How They Work, and Why They Evolved.

• Diamond, A. (2013). Executive functions.

• Gathercole, S. & Pickering, S. (2000). Working memory deficits in children with low academic attainment.

• Hinshaw, S. (2018). Attention deficit hyperactivity disorder (ADHD): controversy, developmental mechanisms, and multiple levels of analysis

• Luo, Y. et al. (2019). Multiple pathways to ADHD: A developmental perspective.

• Swanson, H.L. & Alloway, T.P. (2012). Working Memory and Academic Learning.

• Willcutt, E.G. et al. (2005). Neuropsychological analyses of ADHD subtypes.

• Zelazo, P.D. & Carlson, S.M. (2012). Hot and cool executive function in childhood and adolescence.