What if classrooms were designed so every student, including those who experience differences with organization, focus, or flexibility, had the tools to do well from day one?
Universal Design for Learning (UDL) provides a flexible framework that supports executive function (EF) skills like planning, working memory, and self-monitoring. By using UDL, teachers can create lessons that help students engage, think strategically, and become independent, goal-directed learners.
Click here to jump down to the TL;DR summary.
What is Executive Functioning?
Executive functions are a set of mental skills we use to plan, organize, focus, remember information, and manage our behavior to reach a goal. These skills work like the brain’s management system. Strong executive functions allow learners to set goals, stay focused, and problem-solve effectively, while difficulties in these skills can make schoolwork, daily routines, and social interactions much more challenging.
Executive functioning skills refer to a wide range of skills that help us plan and complete day-to-day tasks. While Life Skills Advocate typically focuses on eleven different skills, other researchers and organizations may group some of those skills together or expand on them further.
As we dive into the relationship between UDL and executive functioning, you might notice a few executive functions that we don’t typically describe. These skills are often closely related to others, and will be helpful to get familiar with as you learn about these skills in the classroom.
What is Universal Design for Learning (UDL)?
Universal Design for Learning (UDL) is a teaching approach and framework that aims to remove all barriers in the learning process and classroom environment by accommodating all learners’ support needs and preferences. Classrooms are more accessible and inclusive when the materials are presented in multiple ways, learners engage in learning several ways, and learners have agency in how they demonstrate their learning. UDL is encouraged in all learning institutions, from early intervention centers to postsecondary education.
These three principles underlie UDL: representation, action & expression, and engagement.
Research on the brain has informed these three principles, as there are three corresponding sets of networks in the brain that have important roles in learning.
Below is a deeper dive into these three areas and the executive functioning skills that they promote.
Representation
Representation is considered the “what” of learning.
Educators are encouraged to present information differently so that all learners can access and understand the material. Learners bring different knowledge, experiences, and preferences to class, and they learn in different ways. Students may interpret content differently and grasp material at different rates. Teachers can support learners by providing information in different ways, such as through visuals, spoken explanations, hands-on activities, and by using technology.
By doing this, learners will be more aware of the strategies that help them the best. Some may realize they learn best when they create pictures to go along with different concepts, or when they move their body while learning. This goes beyond learning about your “learning style” as learners become more aware of their interests and motivations that make learning more meaningful and effective.
Executive Function Skills and the Recognition Network
The recognition network receives sensory information, including what is seen and heard. The occipital and temporal lobes of the brain are the home of the recognition network (p. 1).
García-Campos, Canabal, & Alba-Pastor (2018) analyzed how UDL Principle I of UDL supports executive functioning by strengthening abstract reasoning and working memory, two skills essential for interpreting, organizing, and retaining information (p. 3). Some other examples include:
- Flexible Thinking – Help learners see that there are different ways to understand a concept (e.g., interpreting a story through text, illustrations, or a video clip).
- Metacognition – Encourage learners to reflect on how they learn best (e.g., realizing they remember new vocabulary more effectively when they create flashcards with both words and pictures).
- Working Memory – Learners hold and manipulate information to understand complex ideas (e.g., remembering steps in a science experiment while following instructions).
- Organization – Structure information logically so it makes sense in different formats (e.g., creating a graphic organizer to summarize a lesson).
- Self-Monitoring – Check whether the learners understand what they are learning and adjust strategies if needed.
Action & Expression
Action & Expression is considered the “how” of learning.
Educators are encouraged to give students multiple ways to demonstrate what they know. Some options may include writing, speaking, projects, presentations, or traditional tests. Learning requires students to organize their thoughts, plan their actions, and put ideas into practice. These are all key executive functioning skills that support success in school and life!
Because students differ in their skills and strengths, it’s important for teachers to provide choices in how students interact with the material and demonstrate learning. Learners who have options can select the best method for them, increasing engagement and motivation. Meaningful and relevant tasks are likely to motivate students to learn and practice key executive functioning skills like planning, problem solving, and self-monitoring.
Executive Function Skills and the Strategic Network
The strategic network, located in the frontal lobe, organizes information and guides how we respond to tasks and challenges.
In the context of strategic networks, García-Campos, Canabal, & Alba-Pastor’s (2018) work highlights how Principle II of UDL guidelines strengthens executive functioning skills such as organization and planning, feedback response, and metacognition, by equipping learners to set goals, plan effectively, and reflect on their own learning (p. 3). Some examples include:
- Planning – Organizing steps to complete a task successfully (e.g., outlining a report before writing).
- Problem-Solving – Identifying solutions when challenges arise (e.g., figuring out how to present a project in a way that makes sense).
- Self-Monitoring – Checking progress and adjusting strategies as needed (e.g., revising work after reviewing a rubric).
- Self-Organization – Sharing ideas clearly and effectively through multiple modes (e.g., oral presentation, written essay, or visual display).
Engagement
Engagement is the “why” of learning. Offer multiple ways to motivate and involve students. Some prefer structure and routine, while others do better with new tasks and variety. Learners understand instruction more easily when they feel connected to it. Because engagement varies by interests, culture, experiences, and the classroom setting, design learning that taps into what matters to students. Set high expectations while adapting for different strengths and interests.
Teachers can do this by offering choices, connecting lessons to real-life experiences, using gamification, and incorporating activities that spark curiosity or creativity. Learners are more likely to practice key executive functioning skills like persistence, self-regulation, and flexible thinking when invested in the content.
Executive Function Skills and the Affective Network
The affective network, located in the center of the brain, processes emotions and influences motivation, interest, and engagement. When educators design for engagement, they support executive function skills that help students regulate emotions and stay committed to learning.
García-Campos, Canabal, & Alba-Pastor (2018) reviewed how Principle III of UDL fosters executive functioning skills such as initiative, inhibitory control, attention, and flexibility, while also supporting planning, feedback response, self-regulation, and metacognition to keep learners engaged and motivated (p. 4). Some examples include:
- Emotional Regulation – Support learners in managing frustration when work feels challenging (e.g., using calming strategies or reflection breaks).
- Cognitive Flexibility – Encourage learners to see problems in new ways (e.g., brainstorming multiple solutions to a group project). Encourage collaboration.
- Goal-Directed Persistence – Support students in staying focused on long-term goals (e.g., breaking a large assignment into smaller, achievable steps).
- Task Initiation – Teach strategies to help students get started, even when tasks feel overwhelming (e.g., using checklists or “first step” prompts). Encourage individual choice and authenticity.
- Attentional Control – Offer ways to reduce distractions and give learners options to act when the environment is too loud or distracting (e.g., using noise-canceling headphones or working in the hall).
- Metacognition – Guide learners to complete self-assessments and reflect on how the learning process went. Brainstorm other things to try in similar situations.
Why is UDL Important for Neurodivergent Learners?
UDL emphasizes that learning barriers are not in the student themselves, but in how the learning environments are designed. UDL offers multiple ways for students to engage with material, represent their ideas, and express their understanding. UDL ensures that all students, regardless of their support needs, can explore how they learn best. UDL is a way for educators to build flexibility into their classrooms that can be adjusted to every student’s needs.
Having different options supports learners who experience barriers with organization, writing, or language. This ensures that learners can demonstrate what they have learned and are not limited by the task demand.
An example of UDL is having audiobooks in the classroom. Audiobooks are helpful and necessary for students with learning differences to be able to access and follow along with books and other reading material in the classroom. Audiobooks are also very helpful to other learners with and without support needs. Having the option to listen to audiobooks is something that people prefer for enjoyment (like when traveling by car or when cleaning the house) and allows everyone a flexible way to enjoy readable content.
Benefits of UDL
UDL is important for all students, especially learners who experience barriers to accessing their education. UDL has the following benefits for all learners;
- Accepting Diverse Learning Styles – Because students are all encouraged to explore different ways of learning that best support their needs, students do not feel singled out in the classroom or being treated differently by peers. This encourages learners to accept all ways of learning.
- Problem-Solving Focus – Information within the classroom is adapted, rather than asking the learner to adapt themselves to learn. This makes any problem that arises in the classroom easier to solve, as everyone (including the student) will seek ways to address the barrier in an actionable way, rather than admiring the problem and seeing it as unavoidable.
- Increased Engagement – Research shows that as many as 25% (1 in 4) students with a learning disability will drop out of school. The best predictor of school dropout is disengagement, which begins early, especially for learners who have additional barriers to learning (p. 6). UDL is a promising way to get students more engaged and successful at school.
What About Incorporating Learning Styles?
How do you learn best? Are you a visual, auditory, reading/writing or kinesthetic learner? If you’re an educator, you have likely heard of the VARK theory or others like it.
Essentially, these beliefs suggest that each person has a measurable and consistent “style” of learning that works best for them and teaching in that “style” will improve their outcomes. This is unfortunately very simplistic and does not capture the wide variety of combinations in which people retain information and how that preference changes over time.
Every single person varies in how they learn and retain information. This difference in preference is predictable; all brains vary, and there is no true “average” brain (p. 1). The brain is influenced by both genetics (nature) and environment (nurture).. As we learn, we rely on many networks in the brain to execute our functions. It is unreliable to curate classroom lessons based on a single learning style, as there is no way that a brain will perceive, engage with, or execute a task.
Additional Tip for Families
If you are unsure how UDL looks in your learner’s classroom, reach out to the teacher. Each teacher may implement UDL differently. Ask which UDL supports your learner has used and how they are working.
Oftentimes, UDL allows learners with Individualized Education Plans (IEPs) and 504 Plans to use their accommodations within a classwide framework. These formal plans indicate the accommodations students need to access their education. When learners with unique learning needs are encouraged to explore their needs and see others doing the same, this process will feel more normalized. This framework also serves as a great foundation for teaching self-advocacy skills in the classroom, as students will seek out ways to learn that meet their needs and can ask for them when needed.
TL;DR (Too Long; Didn’t Read)
UDL is a teaching framework that reduces barriers by giving students multiple ways to access, engage with, and express learning. It supports executive function (EF) skills such as planning, working memory, self-monitoring, and emotional regulation.
- Representation (“what”): Present information in different ways to support working memory, abstract reasoning, and organization.
- Action & Expression (“how”): Let students show learning through multiple formats to build planning, problem-solving, and metacognition.
- Engagement (“why”): Connect lessons to student interests to support persistence, self-regulation, flexibility, and attention.
When EF practice is part of daily learning, UDL benefits all students. It promotes equity, reduces stigma, and increases motivation and long-term success. UDL is especially important for neurodivergent learners as they reduce barriers in school and advocate for their needs.
Further Reading
- CAST (2018) – UDL & the Learning Brain
- CAST (2024) – Universal Design for Learning Guidelines version 3.0 [graphic organizer]
- Center for Academic Innovation, University of Michigan (2025) – Roundup on Research: The Myth of Learning Styles
- Cornell University, Center for Teaching Innovation (2025) – Universal Design for Learning
- García-Campos, Canabal, & Alba-Pastor (2018) – Executive functions in universal design for learning: moving towards inclusive education
- Reading Rockets (2021) – Universal Design for Learning (UDL): What you need to know
- Life Skills Advocate (2024) – Practicing Real-World Self-Advocacy: A Guide for Neurodivergent Individuals
- Life Skills Advocate (2022) – What is Executive Functioning?