Every time you tell your child to do a simple task, five minutes later, they come back in the room and ask what they were supposed to be doing. You chalk it up to childhood and think nothing of it. Then, your child’s teacher sends you an email that says your child is bright but has been consistently having trouble following directions. Should you worry? 

While forgetting things is normal, certain patterns may indicate that your child is dealing with something more serious. Under some circumstances, repeated problems with memory or task completion can be signs of working memory, executive function, or both. These issues can affect your child at school and at home. 

This article helps parents understand what working memory and executive function are and how they help their child complete tasks. It also discusses how these issues can affect your child at school and signs to watch for at home. Finally, it explains how a therapeutic day school in New York City can help. 

Working Memory and Executive Function: How Your Brain Plans 

While it is a complex concept, executive functioning refers to the brain processes that enable humans to complete tasks and process information. It helps people plan, prioritize, remember, and much more. 

Executive functioning has three core components: cognitive flexibility, inhibition control, and working memory. Cognitive flexibility allows you to switch between tasks, such as when your boss comes in with an urgent request when you’re busy with something else. Inhibition control helps control your impulses, such as the urge to check your social media when you’re supposed to be working on the task your boss gave you. 

Finally, working memory helps you temporarily retain information. Think of it as a system your brain might use like we use sticky notes. Sticky notes are not typically used as permanent storage for important information. However, they are useful for temporarily storing information until a more permanent solution arises or more important information needs to be stored. Then the note is thrown away. That’s working memory. 

Working memory and executive functioning are closely connected. Think of executive function as a large system that holds the smaller processes, working memory, within it. They rely on each other. So, if there are issues with one, it could affect the other. As such, it’s fairly common (although not guaranteed) that people who struggle with executive function also struggle with working memory and vice versa. 

Signs of Working Memory and Executive Functioning Issues at Home and School 

While each child is unique, working memory and executive functioning issues tend to show similar patterns. Here are some signs to watch for at home and at school. 

Working Memory at Home

• Forgets steps in their morning or bedtime routine
• Gets lost during conversations 
• Starts tasks but doesn’t complete them 
• Forgets homework instructions 
• Leaves homework materials (books, worksheets, etc.) at home or school 
• Experiences frustration with tasks involving multiple steps 

Working Memory at School 

• Struggles to follow multi-step instructions 
• Can recall instructions, but can’t complete them without support 
• Forgets the objective in the middle of the task 
• Needs instructions repeated 
• Has difficulty with multi-step math problems 
• Makes “careless” errors 

Executive Functioning at Home

• Has difficulty managing time 
• Struggles to shift between tasks 
• Has disproportionate emotional reactions 
• Has trouble planning for future events or tasks 

Executive Functioning at School 

• Struggles to organize school supplies, desk, or locker
• Frequently forgets or loses assignments, permission slips, and other important school materials
• Procrastinates even on simple tasks 
• Often needs adult support to get started or stay organized 
• Produces work that doesn’t reflect their ability
• Becomes frustrated quickly 
• Experiences deep shame, sadness, or anxiety around schoolwork 
• Has difficulty managing time 
• Struggles to shift between tasks 
• Has disproportionate emotional reactions 
• Has trouble planning for future events or tasks 

Will My Child “Grow Out of” Their Executive Function Issues? 

Yes and no. Research on executive function shows that as children age, their working memory and executive function improve. However, these issues should not be ignored for several reasons. 

First, working memory and executive function issues are often signs of attention deficit hyperactivity disorder (ADHD). Ignoring the working memory or executive function issues means that the ADHD will also go untreated. 

Second, research also shows that executive function improvements peak in the elementary years, then begin to slow. As such, without interventions, executive functioning issues are likely to persist. One study found executive functioning issues in kindergarten predicted the same in later years.   

Third, because they control the key skills students need to succeed in school – planning, organization, memorization, and more – executive functioning and working memory issues can uniquely interfere with academic success. One study of children of the same age and IQ found that working memory issues explained the difference in their academic success. 

Finally, students need to develop good habits. The earlier they learn them, the better off they will be. 

Is it Executive Function or Stubbornness? 

When a student has trouble following directions or making plans, parents (and even some teachers) may wonder if it’s due to reluctance or even laziness. This is particularly true when the student is intelligent. 

Some children can turn it “on” when they are motivated and “off” when they’re not. However, some children struggle with multi-part tasks even when they want to participate. If your child has a pattern of struggling with simple tasks without adult direction, there is a good chance that motivation isn’t the issue. Talk with your child’s teacher to share observations. At any rate, formal testing and evaluation are the only way to know for sure. 

How Therapeutic Schools Can Help with Executive Function and Working Memory Issues 

Students with working memory and executive function issues are often good candidates for Section 504 Plans or Individual Education Programs (IEPs) under the IDEA. However, traditional schools often struggle to implement these plans. Therapeutic schools have smaller class sizes, allowing teachers to provide the coaching and feedback these students need. Also, they are trained to design lessons that reach all types of learners and anticipate student issues. 

If your student is struggling with executive functioning, working memory, or other learning issues and you’re considering a school change, consider Academics West. Our clinically informed academics model is designed to help students grow, no matter where they begin on their journey. Watch our virtual tour. Then, call 212-580-0080 or use our booking tool to schedule an in-person visit to our school.