What are executive functions?
Executive functions (EFs) are the brain’s self-management skills — the mental abilities that help us plan, focus, organize, remember, and regulate ourselves. Executive functions help us to meet goals, manage time, follow routines, and adapt when things don’t go as expected.
Executive functions are a set of interconnected skills that develop gradually throughout childhood and adolescence.
Key executive function skills
| Task Initiation and Completion | Starting and following through on tasks without procrastination |
| Emotional Regulation | Managing emotions to control and direct behaviour |
| Attention Regulation | Staying focused despite distractions or fatigue; shifting focus from one task to another |
| Cognitive Flexibility | Adjusting plans or thinking in response to new information or challenges |
| Response Inhibition | Pausing to think before acting or speaking impulsively |
| Planning and Organization | Creating and maintaining systems to prioritize and complete tasks |
| Time Management | Accurately estimating time and meeting deadlines |
| Working Memory | Keeping information in mind to perform multi-step tasks |
| Metacognition | Being self-aware and reflecting on one’s thinking and behaviour |
Executive function deficits
We are not born with executive function skills, and they develop gradually over time. In fact, executive functions continue to grow well into young adulthood — around age 25. That means no child or teenager has a fully developed set of executive functioning skills, and differences between children’s and teens’ executive functioning are often completely normal. For example, children are naturally organized but often struggle with time management. Others might stay calm under pressure but struggle to get started on tasks.
Everyone has a unique profile of executive strengths and weaknesses, and these skills can fluctuate from day to day depending on factors like sleep, stress, and hunger.
For people with executive functioning deficits, these challenges tend to be more consistent, noticeable, and impactful. They’re not just occasional struggles that show up during busy or stressful times — they’re ongoing patterns that affect daily life across home, school, and social situations.
These challenges are not about motivation or effort. They reflect real differences in how the brain’s self-regulation systems develop and function (Wang et al, 2025). With understanding, structure, and targeted support, children and young adults can strengthen these skills and build systems that help them succeed in everyday life.
ADHD and executive function deficits
ADHD can be understood as a delay or deficit in executive functioning (Barkley, 2024). These difficulties affect how the brain manages attention, behaviour, and emotions. In other words, ADHDers often know what to do but have trouble doing what they know — especially when tasks are boring, complex, hard or emotionally charged.
Executive function deficits can impact every aspect of daily life—let us help you find the right support for your child’s needs.
Get SupportCoaching and support for executive function deficits
At Red Oak, we take a comprehensive approach to building executive function skills, tailored to the needs of kids, teens, and young adults. Our multidisciplinary team collaborates to create personalized programs that help your child or teen not only develop critical executive function skills but also grow in confidence and independence.
We provide targeted support for executive function deficits through:
Examples of executive function deficits
Preschool (ages 3–5)
| Executive Function Area | Examples of Challenges |
|---|---|
| Task Initiation and Completion | Avoids clean-up or needs repeated reminders to start simple tasks |
| Emotional Regulation | Has big reactions to small problems or trouble calming after frustration |
| Attention Regulation | Struggles to stay focused during circle time or games |
| Cognitive Flexibility | Upset by changes in routine or switching activities |
| Response Inhibition | Grabs toys, interrupts, or acts before thinking |
| Working Memory | Forgets simple directions (“Put on shoes, then coat”) |
Early school age (ages 6–9)
| Executive Function Area | Examples of Challenges |
|---|---|
| Task Initiation and Completion | Needs help to start homework or independent work |
| Planning and Organization | Loses materials or forgets what to bring home |
| Time Management | Has little sense of how long tasks take |
| Emotional Regulation | Cries or gets angry easily when things are hard |
| Attention Regulation | Needs frequent redirection to stay on task |
| Working Memory | Forgets steps in math problems or classroom routines |
Middle school (ages 10–13)
| Executive Function Area | Examples of Challenges |
|---|---|
| Task Initiation and Completion | Procrastinates or avoids starting longer assignments |
| Planning and Organization | Misses instructions, loses papers, or forgets due dates |
| Cognitive Flexibility | Becomes rigid when plans change or struggles with new teachers’ styles |
| Emotional Regulation | Overreacts to feedback or minor social conflicts |
| Time Management | Underestimates how long homework will take |
| Metacognition | Has difficulty recognizing when they need help or support |
High school (ages 14–18)
| Executive Function Area | Examples of Challenges |
|---|---|
| Task Initiation and Completion | Waits until the last minute to study or submit work |
| Planning and Organization | Overwhelmed by multi-step projects or exams |
| Time Management | Frequently late or misses deadlines |
| Working Memory | Forgets test content even after studying |
| Emotional Regulation | Experiences stress, frustration, or self-criticism when overwhelmed |
| Metacognition | Has trouble identifying effective study habits or strategies |
Young adulthood (ages 18–25)
| Executive Function Area | Examples of Challenges |
|---|---|
| Task Initiation and Completion | Struggles to start tasks without external pressure |
| Planning and Organization | Difficulty balancing academics, work, and personal life |
| Time Management | Misses appointments, underestimates how long tasks take |
| Emotional Regulation | Feels easily discouraged or anxious under stress |
| Cognitive Flexibility | Finds transitions (e.g., to college or work) especially hard |
| Metacognition | Uncertain how to assess performance or adjust strategies |
