Executive function skills - such as planning, self-control, and organization - are like the brain’s air traffic control system. They help children manage emotions, direct attention, and follow through with goals. In the classroom, these skills don’t just develop on their own - they can be intentionally taught, modeled, and reinforced to strengthen brain pathways for lifelong success. 

Explain: Naming and Framing the Skill 

Children need to know what skill they are practicing and why it matters. For example, if the goal is completing tasks on time, give the skill a name like “being on time.” Explain its importance for learning and daily life. Better yet, invite children to share their own ideas about why the skill is useful - this sparks engagement and deeper brain connections. 

Model: Show What It Looks Like 

Young brains learn best through imitation. Teachers can model executive skills in real time:

• “I am going to make a plan before I start."

• “I need to focus my attention on this.”

By narrating actions, adults help children see the difference between using a skill and not using it. This explicit modeling creates mental blueprints for the brain to copy.

Support: Practice in Real Life 

Executive function grows when children get repeated practice. This can happen in structured lessons or in spontaneous “teachable moments.” Both are essential- planned activities give children clarity, while real-life opportunities help them generalize skills into everyday life. 

Reinforce: Build Positive Brain Pathways 

Reinforcement makes executive skills stick. When teachers notice and describe a child’s effort - “You remembered to plan before starting your work” - the brain’s reward system activates, making the child more likely to repeat the behavior. Positive natural consequences also show children that these skills make life easier. 

Reflect: Strengthen Connections 

Reflection helps children consolidate learning. Create moments to think about how using executive skills led to positive outcomes - like finishing a project, solving a conflict, or meeting classroom expectations. Reflection strengthens neural pathways and builds motivation. 

Label: Use the Language of Skills 

The more children hear the vocabulary of executive skills, the more they value and internalize them. Use words like “plan,” “focus,” or “organize” in daily routines, rules, and expectations. This ongoing labeling reinforces that these brain skills are important and part of everyday life. 

From Classroom Skills to Lifelong Success 

By explaining, modeling, supporting, reinforcing, reflecting, and labeling executive skills, teachers do more than manage classrooms- they help children wire their brains for resilience, focus, and success. Executive function is not just a set of skills for school, but a foundation for lifelong learning and problem-solving.