Returning from winter break is always a mix of excitement and adjustment. Students and teachers alike are reconnecting with routines, expectations, and the rhythm of school. For many, January is a time to renew and reset. Why not also refocus on executive function (EF) skills—the skills students rely on to manage learning, behavior, and emotions both in school and in daily life?

Why Focus on Executive Function After Winter Break?

This is a great time to reflect on what went well in the first half of the year and identify areas where students can continue to grow. Executive function skills are essential for school success. Research suggests that between 30–50% of school-aged students struggle with one or more executive function skills, even if they do not have a formal diagnosis. In the classroom, this can look like difficulty starting assignments, staying organized, managing emotions, or following multi-step directions. Strengthening executive function skills now can improve independence, engagement, and learning for the remainder of the school year.

Key Executive Function Skills and the Classroom 

• Planning and Prioritizing – Making a plan to complete a task or reach a goal

• Organization – Keeping track of materials, time, and thoughts in an orderly way

• Task Initiation – Starting a task without procrastinating or avoidance

• Working Memory – Holding information in mind while using it (such as remembering multi-step directions)

• Self-Control – Thinking before acting and managing impulses

• Flexibility – Adjusting to changes or trying a new approach when something isn’t working

• Self-Monitoring – Checking one’s work and behavior as you go

• Emotional Control – Managing feelings so they don’t interfere with learning or relationships

Make Executive Function Visible by Naming the Skill

One powerful yet simple way to strengthen executive function is by explicitly naming the skill when it is being taught and when students are using it. When teachers label and call out skills in real time (“You used planning by deciding what to do first,” or “You showed flexibility when you tried a different strayegy to solve the problem”), students begin to understand the metacognitive process behind their actions—not just what they did, but how they did it and why it worked.

Executive functiom skills develop gradually over time. In fact, the prefrontal cortex– the part of the brain that manages our executive function–is still developing until our mid to late-twenties. Using a shared language for executive function helps students recognize these skills across settings and begin to apply them more independently. 

Reflecting on What’s Working (and What’s Not)

As you begin to plan for the new year, ask yourself:

• Which executive function skills are my students already showing strength in?

• Where do they struggle most—starting work, staying organized, regulating emotions?

• Are there classroom challenges, or do certain students need more targeted support?

Winter break often disrupts routines, and for students (and adults) with weaker executive function skills, returning to school can feel overwhelming. Reflection and planning can help set the stage for success to avoid the cycle of reactive behavior management.

Take a Close Look at Your Daily Routines

One of the most effective ways to support executive function is through strong, predictable daily routines. Research consistently shows that students with executive function challenges—particularly those with ADHD—perform better in environments that are systematic, structured, and predictable.

Here a few guiding questions to help strengthen class routines:

• Are classroom routines clear, consistent, and explicitly taught?

• Do students know what to do without repeated adult prompting?

• Are visual schedules, checklists, or step-by-step guides in place? 

• Are transitions predictable and practiced?

For many students, predictability reduces anxiety and cognitive overload, allowing them to focus on learning rather than figuring out what comes next. 

Making an Intentional Plan Moving Forward

You don’t need a complete classroom overhaul to support executive function. Small, intentional changes built into daily instruction can have a big impact:

• Teach executive function skills in context using student-friendly language

• Model planning, organizing, and self-monitoring out loud

• Build in reflection (“What helped you stay focused today?”)

• Adjust routines to be more supportive and predictable

By focusing on executive function now, you’re not only supporting academic success—you’re teaching lifelong skills students will use beyond your classroom!

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