If your child seems bright, capable, and yet somehow keeps losing their lunchbox, forgetting homework, melting down over transitions, or struggling to start…
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If your child seems bright, capable, and yet somehow keeps losing their lunchbox, forgetting homework, melting down over transitions, or struggling to start anything without you standing over them, you have probably bumped into the term executive functioning. It is one of those phrases that gets used more often than it gets explained.
This is a clear, parent-friendly guide to what executive functioning actually is, what it looks like when it is not developing typically, and how a psychologist can help.
Executive functioning is the set of mental skills that help us plan, organise, remember instructions, regulate our emotions, get started on tasks, manage time, and shift between activities. These skills sit in the brain's prefrontal cortex and develop gradually from early childhood into the mid-20s. Children with executive functioning difficulties often appear capable but struggle with daily life skills like managing morning routines, completing homework, organising belongings, and coping with transitions. Executive functioning challenges can occur on their own or as part of conditions like ADHD, autism, or learning difficulties. Support is available, and it can start early.
Executive functioning is not one skill but a cluster of related cognitive abilities. Researchers typically group them into three core areas, with several specific skills underneath.
The ability to hold information in mind while using it. A child needs working memory to follow multi-step instructions ('go upstairs, brush your teeth, then bring down your reading folder'), to remember what the teacher just said while writing it down, or to keep track of the steps in a maths problem.
The ability to shift between tasks, switch perspectives, or adapt when something changes. Children with low cognitive flexibility often struggle with transitions, get stuck on one approach to a problem, or melt down when plans change.
The ability to pause, resist impulses, and choose a considered response over an automatic one. Inhibitory control underlies waiting your turn, raising your hand instead of calling out, and stopping yourself from grabbing the toy.
Built on the three core skills above are several higher-level abilities that develop later:
Children with executive functioning difficulties often appear bright and capable in conversation, which can make their daily struggles confusing for everyone, including them.
Common signs include:
It is important to note that executive functioning develops on a long curve. A 6-year-old who cannot organise their bag is normal. A 12-year-old who cannot organise their bag may be struggling. Context and expectations matter.
Executive functioning difficulties are a core part of ADHD, but the two are not identical.
Children with ADHD almost always have significant executive functioning challenges. The inattention, impulsivity, and hyperactivity associated with ADHD largely come from differences in how the executive functioning system develops and operates. For these children, executive functioning support is part of broader ADHD treatment.
However, children can have executive functioning difficulties without meeting criteria for ADHD. They may have a more isolated profile of weaknesses (for example, working memory or task initiation) without the broader pattern of inattention or impulsivity. Other conditions like autism, learning differences, anxiety, and trauma can also significantly affect executive functioning.
This is why a careful assessment matters. Treating executive functioning difficulties without identifying the underlying cause can mean missing something important or applying the wrong supports.
A psychological assessment of executive functioning typically includes:
Tools like the BRIEF-2 (Behavior Rating Inventory of Executive Function) ask parents and teachers to rate how the child manages everyday executive demands. This gives a real-world picture across settings.
The psychologist administers tests that measure specific executive skills like working memory, cognitive flexibility, planning, and inhibitory control. Common tools include subtests of the WISC-V, the NEPSY-II, and the D-KEFS for older children.
How the child manages testing tasks, transitions, and frustration during the assessment itself provides clinical information that scores alone do not capture.
Because executive functioning difficulties so often co-occur with ADHD, autism, and learning differences, an assessment will usually include screens for these to ensure the right picture emerges. For more on the broader ADHD picture, see our guide to ADHD in children.
At Unbound Minds, our approach to executive functioning has a few principles.
First, we figure out what is actually going on. The same surface behaviour ('won't start homework') can come from very different underlying causes: ADHD, anxiety, perfectionism, low frustration tolerance, sensory overwhelm, or genuinely missing skills. Targeted support requires accurate understanding.
Second, we treat the skills directly. Executive functioning is teachable. We work with children on building specific skills like task initiation, planning, time estimation, and self-monitoring through structured, evidence-informed approaches. This often happens through games, scaffolded routines, and gradually transferred responsibility.
Third, we coach the parents. The home environment is where executive functioning skills are practised every day. We help parents build the structures (visual schedules, scaffolded routines, external supports) that take pressure off the child's still-developing system, while also gradually transferring responsibility as skills grow.
Fourth, we work with the school. Many executive functioning supports work best when reinforced across home and school. With parent consent, we can liaise with teachers, suggest classroom accommodations, and provide written summaries that schools can act on.
Fifth, we are realistic about timelines. Executive functioning skills develop over years, not weeks. Therapy is typically a course of 10 to 20 sessions spread over several months, with check-ins after that. We are upfront about this so families can plan.
Consider an assessment or therapy if:
That last point matters. Children with executive functioning difficulties often blame themselves, especially when they are bright enough to notice the gap between their effort and their results. Early support helps protect their sense of self.
We see children and families at our two clinics, Kingswood (Nepean Health Hub) and Gledswood Hills (Gregory Hills Health and Business Centre), and by telehealth across NSW. Families come to us from Jordan Springs, Glenmore Park, St Clair, St Marys, Cranebrook and nearby suburbs.
Common signs include difficulty starting tasks, forgetfulness, disorganisation, struggling with transitions, melting down at small changes, losing items frequently, trouble following multi-step instructions, time blindness, and producing less than expected for the effort put in. The pattern usually shows up across home and school rather than in just one setting.
Executive functioning difficulties are a core part of ADHD, but the two are not identical. A child can have isolated executive functioning weaknesses without meeting full ADHD criteria. Equally, executive functioning difficulties can be part of autism, learning differences, anxiety, or trauma. A careful assessment clarifies which picture fits.
Through a combination of parent and teacher questionnaires (like the BRIEF-2), direct cognitive testing (using subtests of the WISC-V, NEPSY-II, or D-KEFS), behavioural observation during the assessment, and screening for related conditions. The psychologist combines these sources to build a useful picture.
Yes. Executive functioning skills are teachable and the brain remains highly plastic throughout childhood and adolescence. Direct skills work, environmental scaffolding, parent coaching, and (where relevant) treatment of any underlying condition all contribute. Progress looks different for every child, and we'll review it with you as you go.
Therapy typically involves direct skills work with the child (often using games, structured tasks, and scaffolded routines), parent coaching to build supportive structures at home, and, where helpful, school liaison. Sessions usually run weekly or fortnightly across several months, with reduced frequency once skills are consolidating.
Executive functioning develops gradually from early childhood through to the mid-20s. Working memory and inhibitory control begin developing in toddlerhood. Planning, organisation, and self-monitoring continue developing through adolescence. The prefrontal cortex, which houses these skills, is one of the last brain regions to fully mature.
If you're seeing your child struggle with the daily mechanics of school and home life, support is available. Call 1300 151 110 and we'll talk through what might help. At Unbound Minds, we work with families across Western Sydney to assess what is going on and build the skills and structures that help. You can also read more about our executive functioning support.
Not sure where to start?
Call and we’ll talk it through with you. No GP referral needed.
More guides and articles from our psychologists.
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KingswoodLevel 3, 302/13 Barber Avenue, Kingswood. We call from (02) 8528 4620.
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Unbound Minds provides general mental health information and professional psychological services. This website is not a substitute for personalised advice, diagnosis or treatment.