Supporting Executive Function Skills During Mid-Year Slumps

By: Dr. Gabrielle Baker, President & Advocate

The middle of the school year is often when executive function challenges become most visible. The novelty of a new routine has worn off, expectations remain high, and supports that were helping earlier in the year may no longer be enough. For students with disabilities, this mid year slump can show up as missing work, disorganization, emotional outbursts, or increased avoidance.

Executive function skills include planning, organization, task initiation, time management, working memory, and self regulation. When these skills are weak, students may appear unmotivated or careless when they are actually overwhelmed. By mid year, the cumulative load of assignments, transitions, and demands can exceed what a student can manage independently.

Support starts with identifying where breakdowns are happening. Is the issue getting started, keeping track of materials, remembering directions, or managing time. Each area requires different supports. General reminders are rarely effective on their own and often increase frustration.

Mid year is an ideal time to revisit accommodations and interventions. Supports like visual schedules, chunked assignments, reduced workload, extended time, check ins with a trusted adult, and clear written instructions can make a significant difference. These are access supports, not shortcuts, and they help students demonstrate what they know without being blocked by executive function demands.

Consistency matters. When strategies are used sporadically or differently across classes, students struggle to generalize skills. Teams should focus on a few high impact supports and ensure they are implemented reliably throughout the day.

Families also play an important role. Sharing what works at home can help the school align strategies. However, if a child requires extensive support at home just to keep up, that is important information to bring to the team. Independence should be built at school, not outsourced to evenings and weekends.

Addressing executive function needs during a mid year slump can prevent bigger issues later, including behavior challenges, anxiety, and academic decline. With the right supports in place, students can regain momentum and finish the year feeling more capable and confident.