How to Advocate for Executive Functioning Supports in Schools
By: Rachel Nicholson, Advocate
Executive functioning skills are the foundation of academic success and daily life in school. They include planning, organizing, initiating tasks, managing time, regulating emotions, and following multi-step directions. Students who struggle with executive functioning often fall behind not because they are incapable, but because the skills needed to navigate school demands are not fully developed. Advocacy is essential to ensure these students receive the supports they need to access learning, demonstrate their knowledge, and build confidence. Understanding what supports are appropriate at different grade levels can help families work effectively with school teams.
Early Childhood Supports
In early childhood, executive functioning supports focus on building routines and self-regulation skills. Young children benefit from structured daily schedules that are predictable and clearly communicated. Visual cues, timers, color or sound signals, and picture checklists help children understand the sequence of tasks and expectations. Small group or one-on-one support during transitions or new activities can prevent frustration and provide opportunities to practice planning, sequencing, and problem-solving skills. Families can advocate for embedded supports in the classroom, such as adult modeling, scaffolding during tasks, verbal prompting, and explicit instruction in following multi-step directions. Other examples include using visual task cards, setting up task completion stations, or providing a designated “calm corner” for regulation breaks. Early intervention is critical because these foundational skills set the stage for success in elementary school, not only academically but socially and emotionally.
Elementary School Supports
At the elementary level, students face increasing demands on attention, organization, and independent work. Advocacy should focus on supports that help students break down complex tasks into manageable steps, manage time effectively, and stay organized across subjects. Access to graphic organizers, thinking maps, visual timers, visual schedules, color-coded organization systems, flow maps with tasks visually broken down, and assignment trackers can help students maintain responsibilities and track progress. Direct instruction in task initiation, prioritizing work, and self-monitoring is equally important. Additional accommodations can include repeated and rephrased directions, check-ins with teachers during assignments, breaking assignments into smaller steps, cueing for refocusing, and the use of peer or adult supports for collaborative problem-solving. Families can request small group instruction, scheduled teacher conferences, or structured homework time to reinforce executive functioning skills. Consistent communication between home and school is essential to reinforce strategies and ensure the student receives a coherent, supportive framework.
Upper Grade Supports
In middle and high school, executive functioning challenges become more apparent as students juggle multiple classes, complex assignments, deadlines, and social-emotional pressures. Advocacy at this stage should focus on individualized supports that allow students to manage assignments and maintain organization across subjects. Digital tools such as calendars, reminder apps, post-it note widgets, note-taking devices, or task management apps can support planning and time management. Scheduled check-ins with a case manager, guidance counselor, or support teacher provide opportunities to prioritize work, review progress, and develop self-advocacy skills. Explicit instruction in goal setting, prioritization, self-monitoring, and adaptive strategies can help students take ownership of their learning. Families can request accommodations in IEPs or 504 plans, including modified homework loads, extended deadlines, copies of teacher notes, graphic organizers, guided note-taking, breaking down directions and assignments, or scaffolds for long-term projects. Access to quiet spaces for work, structured check-ins on progress, and supportive prompts for transitions between tasks can also be essential for success. These supports help students maintain academic performance, reduce anxiety, and develop independence for life beyond the classroom.
Advocating for executive functioning supports is about ensuring students have the tools and strategies they need to succeed academically, socially, and emotionally. By understanding developmental expectations at each stage, families can work collaboratively with schools to request appropriate accommodations, interventions, and instruction. These supports are not about lowering expectations. Rather, they provide access to learning, build independence, and empower students to manage responsibilities, build confidence, and thrive in school and beyond. Thoughtful advocacy ensures that students can develop the skills they need for success both in the present and in the future.
