Executive functioning skills are not a peripheral matter.

They are fundamental to learning, developing behaviors, and becoming independent as humans.

Neurodivergent children and teen learners may struggle with advancing these skills not because they are any less capable or than their neurotypical peers, but because our societal systems are not organized around how they think, behave, and partake in academic/social tasks.

Fortunately, increased awareness of neurodivergence in American and global society is making it easier to accommodate the needs of such students. The following frameworks will give parents and educators a clearer picture of how to foster an environment conducive to tutoring for neurodivergent students.

What are Executive Functions?

Executive functioning skills are a set of cognitive abilities that allow individuals to manage their behaviors, thoughts, and emotions. Three main components are typically classified as falling under this label:

• Working Memory: the ability to hold presently important information in the mind via short-term memory.
• Cognitive Flexibility: the ability to quickly switch between different tasks, environments, or changes of rules, particularly while under pressure.
• Inhibitory Control: The ability to delay gratification and stay focused while working.

Executive functioning is found primarily in the prefrontal cortex; this area of the brain is also responsible for emotions and decision-making more broadly. Developing these skills is not only essential to academic success in children and adolescents, but also to manage budgets, find careers, and make healthy choices as adults.

Why Neurodivergent Learners May Struggle

Neurological differences can make it challenging for neurodivergent learners to pick up executive functioning skills. For example, students with A.D.H.D. (Attention-Deficit Hyperactive Disorder) often struggle with the “inhibitory control” aspect of executive functioning. These traits can include difficulty with:

• Attention
• Concentration
• Emphasizing long-term gain over short-term satisfaction

Those with A.S.D. (Autism Spectrum Disorder), likewise, often struggle with cognitive flexibility. This can take the form of:

• Needing strict routines
• Struggling to switch between tasks
• Struggling with changes in environment or rules

Despite these challenges, this does not make neurodiverse children any less intelligent or capable compared to their neurotypical peers. Often, many such kids have “spiky” intelligence. Though they may have a hard time staying focused on their schoolwork or struggle with deviating from their daily routine, this does not mean they lack deep, passionate interests or rich understandings of certain subjects. Many reasons neurodivergent learners struggle come down not only to cognitive, but environmental struggles. These include:

• School Environments: The American school system is organized around accommodating the needs of neurotypical students. The lack of structure and unclear instructions in activities like notetaking or building a test study guide, as well as the rapid transitions between classes and subject matters, can be challenging for neurodivergent learners.
• Cognitive Load: As described by “Spoon Theory,” the mental energy of neurodivergent people may drain quicker due to not only different wiring of the brain, but unbeneficial circumstances. The traditional school environment can bring about a level of social pressure, sensory processing, and a level of emotional regulation that pushes their executive functions too hard.
• Stress: Uncomfortable school environments, overexertion of mental energy, and feeling misunderstood by peers can lead to stress, discomfort, and decreased desire to learn.

Such issues can make it challenging for neurodivergent learners to feel comfortable in school and pursue their academic/career interests. Fortunately, many of these have fixes.

Better Educational Environments for Neurodivergent Learners

Fortunately, offering better support and fostering environments suited to neurodivergent needs can help—and significantly.

Not even every learner is the same. Differences in brain development, academic or career strengths and weaknesses, socioeconomic status, and exposure to childhood stress/trauma mean even neurotypical children and teens learn differently from one another. How can neurodivergent learners be expected to learn the same way?

Neurodivergent Learning: Tools That Work

The key is not expecting such students to “try harder” or over-exert themselves in a neurotypical-oriented classroom environment. It is to offer such students the support they need.
In classroom environments, additions such as:

• Support teachers (for keeping children focused/providing help with schoolwork)
• Guided notes
• Supply checklists
• Opportunities to ask questions/receive help with classwork outside class hours
• Slower pace of lessons

Can all provide substantial benefits to neurodivergent learners, by working more closely with their senses of working memory, cognitive flexibility, and inhibitory control.
Out of classroom methods can help further develop these skills even after the final bell rings, for subjects both academically oriented and not. Some of these methods are:

• Organizing tools like checklists or visual schedules
• AI tools (such as the Tiimo app)
• Task and time management apps (such as Forest, an app that turns discipline into a game by allowing you to grow a tree though focus)

Again, neurodivergent learners don’t struggle with learning and executive functions because they cannot grasp such skills. They merely learn differently, and benefit from tools that align with their cognitive abilities.

Find Support for Your Neurodivergent Student

Are you in need of a compassionate, understanding tutor for your neurodivergent child or teen? Our platform allows you to connect with tutors and test preppers across the nation. Find academic help locally and beyond via our website.