The Secret Attributes of Classroom Success: Executive Function, Regulation, and Focus

Children who can read early, write elegantly, or retain their numbers frequently come to mind when we consider school success. However, learning is made possible by a whole range of invisible capabilities that lie underlying these obvious ones. These abilities are just as important as academics because they enable a child to sit, listen, follow directions, maintain composure, solve problems, and finish tasks successfully.

Executive function (EF) is the broad category that encompasses these hidden skills.

♦ What Are Executive Function Skills?

Executive function is like the brain’s “air-traffic control system.”
It helps children:

• Focus their attention

• Control impulses

• Follow multi-step instructions

• Manage emotions during challenges

• Switch between tasks

• Hold information in mind (working memory)

From putting their bags away in the morning to standing in line, finishing a worksheet, and handling conflict on the playground, children employ EF abilities throughout the day.

★ Recent research shows that EF is one of the strongest predictors of school readiness and early academic success.
Children with stronger EF skills in preschool demonstrate better gains in literacy, numeracy, and social-emotional readiness across the school-entry year (O’Connor et al., 2024).

★ A large-scale longitudinal study also confirmed that EF skills especially working memory, inhibition, and cognitive flexibility—predict school readiness gains across the entire PreK year (Bierman et al., 2024).

★ Similarly, EF components such as working memory and task-monitoring strongly predict general and subject-specific academic performance in primary school (Raghubar et al., 2023).

★ More recent systematic reviews continue to reaffirm that EF is a reliable indicator of both academic achievement and school preparedness (Pagaduan et al., 2025).

♦ Why Are These Competencies Important in the Classroom?

Even if a child knows their ABCs and numbers, they may still suffer in school if they struggle with:

1. Maintaining Attention

A child who pays sustained attention is better able to pay attention to the teacher, finish assignments, and absorb new information.

2. Control of Emotions (Emotional Regulation)

When something is difficult, unexpected, or frustrating, kids who can control their emotions handle it better.

3. Impulse Management

Instead of responding right away, this allows them to wait, reflect, and react.

4. Working Memory

Children are able to recall instructions such as "Write your name, circle the picture, then colour." (Following multiple instructions)

5. Cognitive Adaptability

This makes it easier for kids to adjust, switch between activities, or deal with routine adjustments (like a surprise assembly or change in subject in the class for the reason of teacher's absence).

Compared to early literacy or numeracy alone, these abilities are much better and stronger indicators of academic success.

♦ Why Some Kids Have Difficulties with EF Skills?

EF skills continue to form well into puberty, and each child develops them at their own speed. However, some kids find them particularly difficult due to:

• Sensory processing differences

• ADHD or attention difficulties

• Anxiety

• Limited play experiences

• Emotional immaturity

• Poor sleep

• Overstimulation

• Trouble transitioning between environments

Additionally, the hectic, noisy, and regulated school atmosphere might make these difficulties much more apparent.

♦ How OT Aids in Regulation and Executive Function?

To identify the underlying reason of a behaviour, an occupational therapist examines underneath the surface. OT promotes EF growth by:

1. Foundations of Sensory-Motor

The brain pathways required for focus, serenity, and impulse control are developed by movement.

2. Techniques for Controlling Emotions

OT teaches kids to identify their emotions and select helpful methods, such as breathing, movement, images, or co-regulation.

3. Techniques and Visual Aids

Cognitive strain is lessened by work divisions, visual schedules, checklists, and environmental modifications.

4. EF Training Through Play

EF abilities are naturally developed through pretend play, games with rules, turn-taking exercises, obstacle courses, and planning play.

5. Education of Parents

OT helps families establish routines, standards, and strategies that are effective both at home and at school.

♦ The Big Picture: Growth Is More Important Than Perfection

Every child is learning how to:

• Manage strong emotions
• Observe the rules
• Maintain focus and concentration
• Solve problems
• Try again
• Be adaptable

With practice, encouragement, tolerance, and the appropriate setting, these abilities develop gradually. Parents and educators start to view behaviour as a skill gap that can be filled rather than as "naughty" or "lazy" when they comprehend the hidden realm of executive function.

🪶The true progress begins at that point🪶

References:

1. Bierman, K. et al. (2024). Elucidating linkages of executive functioning to school readiness skill gains: The mediating role of behavioral engagement in the PreK classroom.
2. O’Connor, J. et al. (2024). Preschoolers’ motor skill development and social-emotional readiness for school. Oregon State University.
3. Pagaduan, J. et al. (2025). Movement behaviours and cognitive outcomes in preschoolers: A systematic review. International Journal of Behavioral Nutrition and Physical Activity.
4. Raghubar, K. et al. (2023). Executive function and motor skills as predictors of school readiness in preschool children. PubMed.