By April Remfrey, CIS Affiliated Consultant, Neurodiversity & Disability Inclusion Consultant 

 

When we think about teaching essential skills to our students, executive functioning (EF) can take a back seat to traditional academic subjects. However, these cognitive skills—which include important processes like organization, flexible thinking, and self-control—are crucial for both academic success and lifelong learning.

Many educators believe they need a specialized curriculum to teach executive functioning skills. Yet, research from educational experts shows these skills are best developed through consistent, intentional classroom routines.

Dr Katie Novak, founder and executive director of Novak Education, along with Mitch Weathers, an educational consultant and founder and CEO of Organized Binder, have demonstrated through their research that creating systems that organically build these skills is far more effective than direct instruction alone.

 

Understanding executive functioning skills

Executive functioning skills are the mental processes like planning, focusing attention, remembering instructions, multitasking, and regulating our emotions that help us complete everyday tasks. Think of them as the "command center" of the brain. These skills include the following:

Without these core abilities, even the most intelligent students may struggle to showcase their knowledge or reach their full potential.

For example, a student might understand complex mathematical concepts but fail to complete homework because they can't organize their materials or manage their time effectively. Another might be a talented writer who struggles to start assignments due to weak task initiation skills.

Traditional teaching methods often assume students will naturally develop these abilities over time. Research shows, however, that intentional support and practice are essential for building strong executive functioning skills.

The good news is that we can support this development through our daily classroom routines.

 

Curriculum vs routines

Mitch Weathers' research emphasizes that executive functioning skills cannot be effectively taught through isolated lessons or specialized programs. Instead, he’s found that these skills develop organically through clarity, modeling, and routines embedded throughout the school day.

Just as we learn to ride a bicycle through practice rather than reading about it, students develop executive functioning skills through daily experience and repetition.

Think about how your brain operates when driving a familiar route versus navigating a new city—this is cognitive load theory in action.

When driving a familiar route, your cognitive load is low because the basic tasks are automated, allowing your mind to focus on other things like road conditions or planning your day.

But in a new city, your cognitive load is high as you struggle with unfamiliar street names, different traffic patterns, and trying to follow directions, leaving little mental capacity for anything else.

The same principle applies in the classroom.

Routines provide the consistency and structure that reduce cognitive load, allowing students to focus their mental energy on learning rather than figuring out what comes next.

When students don't have to expend cognitive resources on basic procedures like how to turn in work or transition between activities, they can dedicate more mental capacity to developing crucial executive functioning skills.

I've seen this approach succeed in international schools I’ve collaborated with worldwide. For example, Frankfurt International School—Wiesbaden and the International Community School of Abidjan have implemented intentional, school-wide routines to reduce cognitive load and build executive functioning skills.

Through professional development and collaborative planning, these schools have created consistent systems that support students across all grade levels and subject areas.

 

The power of collaboration

The power of routines is amplified when teachers work together to create consistent systems across classrooms.

Professor John Hattie, Director of the Melbourne Education Research Institute, has spent decades analyzing what actually works in education.

His Visible Learning research ranks various educational interventions based on their effect size, with anything above 0.4 considered to have a significant positive impact on student learning.

According to Hattie's findings, collective teacher efficacy—the shared belief among teachers that they can positively influence student outcomes—has one of the highest effect sizes at 1.57.

The research shows that when teachers collaborate and believe in their ability to develop students' executive functioning skills, the impact is significant.

When students encounter similar organizational systems, transition routines, and executive functioning support strategies in all their classes, these skills become deeply ingrained.

This collaboration among teachers creates a school-wide culture that naturally reinforces executive functioning development throughout the day.

 

Practical strategies for building executive functioning skills

Here are several ways to incorporate EF skill-building into your daily classroom routines:

Start strong & soothing

The transition from bustling hallways to focused learning can be challenging for many students.

Beginning each class with 30-60 seconds of a calming activity helps students reset and prepare for learning.

This could be as simple as a breathing exercise, having a “would you rather?” or another prompt displayed to encourage quiet reflection, or a quick grounding exercise such as noticing five things that students can see, four they can touch, three they can hear, two they can smell, and one they can taste.

Activate prior knowledge

Before diving into new material, help students retrieve relevant information they already know. This stretches working memory and creates hooks for new learning. Try starting with a quick brainstorm, mini-discussion, or having students complete a KWL chart (What I Know, What I Want to Know, What I Learned).

For example, before starting a unit on photosynthesis, you might ask students to write down everything they remember about plants from previous science classes. This activates their working memory and helps them connect new information to existing knowledge.

Build through established routines

Consistent classroom routines reduce cognitive load and improve metacognition.

Create a bank of transition prompts and activities that students become familiar with over time. When students know what to expect, they can focus on the content rather than the process.

For instance, you might always use the same method for forming groups or collecting assignments.

These predictable patterns free up mental energy for learning and help students develop organizational skills.

End with intention

Just as a good meal might end with a digestif, each class should conclude with an intentional closing routine. It helps students organize their thoughts and properly store information for future retrieval. Consider using:

• Exit tickets summarizing key concepts
• Quick journal reflections
• Partner discussions about the day's learning
• Organization time for materials and assignments

Collaborate with the teaching team

When teachers work together to establish consistent routines across classrooms, the benefits multiply. Consider aligning systems with your team for:

• Opening & closing routines
• Class transitions
• Materials organization
• Time management strategies
• Task prioritization language

For example, if all teachers use the same method for helping students break down large projects into manageable steps, students develop stronger planning and organization skills.

 

Benefits for all learners

While these routines benefit all students, they're particularly valuable for neurodivergent learners who thrive on clarity and predictability.

Consistent routines help reduce anxiety, improve academic performance, and better prepare students for future challenges. 

What’s necessary for some is good for all is an inclusive philosophy that is often credited to Mary Ann Pietzker. This philosophy is particularly true when it comes to executive functioning support.

Structures such as visual schedules, clear routines, chunked directions, and opportunities for reflection may be essential access points for some students, but they also reduce cognitive overload and increase independence for everyone. 

 

 

Moving forward

Building executive functioning skills through classroom routines isn't about adding more to your plate—it's about being intentional with the systems you already have in place.

As we've explored, executive functioning skills are best developed through purposeful classroom routines that build clarity, reduce cognitive load, and foster reflection.

When we create predictable systems and structures, we free our students' minds to focus on deeper learning and skill development.

Start by reflecting on your current routines:

• How do they support executive functioning?
• What small adjustments could make them more effective?
• Are there places where you could reduce the cognitive load or add moments for student reflection?

Consider gathering with your teaching team to discuss:

• Which routines are working well?
• Where do students struggle with executive functioning?
• What systems could be aligned across classrooms?

Remember, developing executive functioning skills is a gradual process.

By embedding support within daily routines, we create an environment where these crucial skills can flourish naturally and sustainably.

The key is to maintain clarity and consistency while providing regular opportunities for students to practice these essential skills.

Take a moment now to reflect: What's one routine your team could refine tomorrow?
 

---

April J Remfrey, MS, is a CIS Affiliated Consultant and the founder of Remfrey Educational Consulting, a team of experienced educators dedicated to helping international schools build more inclusive learning environments for neurodivergent students and students with disabilities. Through school audits, professional learning, coaching, and strategic planning, the REC team partners with schools to strengthen systems of support, build staff capacity, and create sustainable practices that benefit all learners. Drawing on experience across public, private, and international schools, the team works alongside educators and leaders to turn inclusive values into meaningful action. Learn more about the REC team and their work at www.remfrey.com.

 

Related content:

• The research that changed how I lead schools