11 Executive Functioning Skills: What They Are, Signs, And Real-Life Support

If you are hearing people talk about “executive functioning skills” and are not sure what that actually means, you are in the right place.

Maybe a teacher mentioned executive function in a meeting, or a report said your child has “executive function deficits.” Maybe you are an adult who can handle complex ideas at work but still feels stuck starting dishes, emails, or homework with your kids. It can be confusing and frustrating to want to do things and still feel like your brain is hitting a wall.

Executive functioning skills are the brain’s self-management tools. They help you plan, start tasks, stay organized, manage emotions, and follow through on the things that matter to you. When these skills are stretched or underdeveloped, everyday life can feel harder than it looks from the outside.

This guide explains what executive functioning skills are, how they develop, what the core skills look like in real life, and why many neurodivergent people notice unique patterns with them. You will also find practical examples and small, realistic steps you can try at home, at school, or at work, along with options for extra support if you want it.

By the end, you should be able to name the key executive functioning skills, recognize common signs of executive function challenges, and choose a few starting points to make daily life feel more manageable.

Executive functioning skills are the brain’s self-management tools that help you plan, start, and follow through on the things that matter in daily life.

• Executive functioning skills include planning, time management, task initiation, organization, working memory, emotional control, impulse control, attentional control, cognitive flexibility, and self-monitoring.
• These skills develop throughout childhood and adolescence and usually reach maturity by the mid-20s. People of any age can still strengthen them with supports such as clear routines, visual aids, and practice in real-life situations.
• Challenges with executive functioning are frequently seen in conditions like ADHD, autism, learning disabilities, and mood disorders such as anxiety or depression. They also tend to show up during periods of extreme stress or burnout and stem from neurodevelopmental and cognitive factors, not from laziness or lack of caring.
• Understanding which specific skills are strong and which feel shaky makes it easier to choose supports, accommodations, and strategies that actually fit a person’s real life.
• You can start small by changing the environment (for example using checklists or timers), practicing one or two skills at a time, and getting extra support from tools like assessments, workbooks, or executive function coaching if that feels helpful.

Disclaimer: This article is for educational purposes only and is not medical, psychological, or legal advice. If you are concerned about safety, diagnosis, or treatment, please consult a qualified professional who can look at your specific situation.

What Are Executive Functioning Skills?

Executive functioning skills are the set of mental abilities that help you manage yourself so you can get things done in daily life.

A quick definition in plain language

When people talk about executive functioning skills, they are usually talking about how your brain helps you plan, start, and finish tasks, even when they are boring, complicated, or emotionally hard. These skills include paying attention, remembering what you are doing, managing emotions, shifting plans when something changes, and checking in with yourself as you go.

Researchers often describe three core processes at the heart of executive function: working memory (holding information in mind), inhibitory control (pausing before acting), and cognitive flexibility (shifting your thinking or strategy when needed). Everyday skills like time management, organization, task initiation, and self-monitoring grow out of these foundations, which is why you see different lists of executive functioning skills in different places.

If you would like a science-focused overview of these ideas, the Executive Function and Self-Regulation guide from the Center on the Developing Child at Harvard University explains how these skills show up across development.

Executive function vs executive functioning skills

The terms sound almost identical, so it helps to separate them clearly. Executive function usually refers to the overall system in the brain that coordinates attention, planning, problem solving, and self-control. Executive functioning skills are the everyday abilities people notice, like using a planner, starting homework without a huge delay, or pausing before saying something you might regret.

Different researchers and practitioners group these skills in slightly different ways. Some talk about only three core executive functions. Others, like many educators and clinicians, prefer a more detailed list that includes specific skills such as planning, time management, task initiation, organization, working memory, emotional control, impulse control, attentional control, flexibility, and self-monitoring. The exact labels matter less than being able to name what is actually hard in daily life.

If you want a school-focused breakdown of these skills, you might find the classroom examples in Pathway2Success’s executive functioning skills overview helpful, especially for thinking about what this looks like for students.

Why executive functioning skills matter for neurodivergent brains

For many neurodivergent people, executive functioning skills are a big part of why life can feel “all or nothing.” A college student with ADHD might write a brilliant paper in one intense late-night sprint, yet struggle for weeks to start basic reading, email a professor, or keep laundry from piling up. An autistic teen might understand the homework content but feel stuck when the routine changes or instructions are unclear.

When executive functioning skills are stretched, it often looks from the outside like someone is careless, unmotivated, or defiant. On the inside, it usually feels very different. People describe wanting to act, knowing exactly what needs to happen, and still feeling like their body and brain are frozen or scattered. Understanding executive functioning skills gives parents, adults, and educators a more accurate way to name what is going on and to choose supports that reduce shame instead of increasing it.

If you prefer to explore this topic in more depth, our Executive Functioning 101 Resource Hub gathers many of our articles and tools that use the same skill language you will see in the rest of this guide.

How The Brain Supports Executive Functioning Skills

Executive functioning skills rely on a network of brain regions that help you pay attention, plan ahead, manage emotions, and adjust your behavior as you go.

Brain regions involved in executive functioning

A lot of executive functioning happens in the frontal lobes, especially the prefrontal cortex. This part of the brain helps you weigh options, think about the future, and pause before acting. It works together with deeper structures like the basal ganglia and thalamus, which help with movement, attention, and sending information between different brain areas.

Medical and neuroscience sources, such as the Children’s Hospital of Philadelphia overview of executive function and the Cleveland Clinic guide to executive function, describe executive function as a “control center” that coordinates many other skills rather than one single spot in the brain.

How these skills develop across childhood and young adulthood

The prefrontal cortex is one of the last brain regions to fully mature, and research summaries from the National Institute of Mental Health’s overview of teen brain development and the Cleveland Clinic guide to executive function describe executive functioning skills continuing to develop into the mid-20s. The Center on the Developing Child at Harvard University explains that children build these skills gradually through practice, play, and supportive relationships, not overnight.

This is one reason teens and college students can seem very capable in some areas and still struggle with planning, time management, or self-control. Their brains are still wiring up the systems that support those skills. If you want to see how executive functioning skills often show up at different developmental stages, our executive function skills by age guide walks through common patterns from childhood through young adulthood.

Why stress, sleep, and environment matter

Even in adults, executive functioning skills are sensitive to stress, sleep, and overall health. When someone is exhausted, overwhelmed, in pain, or dealing with chronic stress, the brain has less capacity for planning and flexible thinking. That is why a person might handle tasks well during a calm week and feel completely stuck during exam season, major life changes, or burnout.

Seeing executive functioning as a brain-based system that can be stretched by life circumstances makes it easier to adjust expectations, change the environment, and look for support, instead of blaming yourself or your child for “not trying hard enough.”

The 11 Core Executive Functioning Skills

Executive functioning skills become much easier to work with when you can name them clearly and see how they show up in everyday life.

Different researchers use different lists, but in our work at Life Skills Advocate we focus on 11 core executive functioning skills. Together, they describe how someone plans, starts tasks, stays on track, manages emotions, and reflects on what is working.

Planning

Planning is the skill that helps you decide what needs to happen and in what order. A student uses planning when they map out the steps for a history project instead of just opening a blank document and hoping for the best.

• Without planning support, tasks often start late or stall in the middle.
• Tools like backward planning, simple checklists, or a whiteboard overview can make the steps visible.

Time management

Time management is about estimating how long tasks will take and using that time on purpose. Someone with shaky time management might always think “this will only take ten minutes” and then be surprised when an hour passes.

• Using timers, visual schedules, or “time blocking” can give time a clearer shape.
• Practicing time estimates and then comparing them to reality helps this skill grow.

Task initiation

Task initiation is the ability to start, especially when a task feels boring, overwhelming, or emotionally loaded. Many neurodivergent folks know exactly what they need to do yet feel stuck on the couch or scrolling their phone.

• Breaking tasks into very small starting steps (“open the document,” “put one dish in the sink”) lowers the barrier.
• Body doubling, where someone sits nearby while you work, can also make starting easier.

Organization

Organization is how you arrange your space, materials, and information so you can actually find and use them. A disorganized student might have important papers crumpled at the bottom of a backpack or a digital folder full of “final_final2.docx.”

• Simple bins, color coding, or “one home for each item” systems can help.
• Regular short “reset” sessions often work better than rare big cleanups.

Problem solving

Problem solving is deciding what to do when something gets in the way. It includes noticing the problem, considering a few options, and choosing a next step.

• People who struggle with problem solving may freeze, ask for constant help, or give up quickly.
• Practicing “if this happens, then I will try…” scripts can build confidence.

Flexibility

Flexibility helps you shift when plans, rules, or expectations change. For some people, even small changes like a substitute teacher or a new seating chart can feel like a big shock.

• Previewing changes and offering choices can soften the impact.
• Having backup plans (“plan B” and “plan C”) makes change less scary.

Working memory

Working memory is the short-term “scratch pad” that lets you hold and use information. It is what you use to remember multi-step directions or keep track of what you were doing when someone interrupts.

• Signs of working memory strain include losing your place, forgetting instructions, or rereading the same paragraph many times.
• External supports like written directions, sticky notes, or checklists reduce the load on working memory.

Emotional control

Emotional control means feeling feelings without letting them completely take over your behavior. It does not mean shutting feelings down or pretending you are fine when you are not.

• When emotional control is stretched, small setbacks can trigger big reactions or long shutdowns.
• Strategies like naming feelings, using “cool down” options, or practicing coping plans can help.

Impulse control

Impulse control is the ability to pause before acting or speaking. It is the split second between feeling an urge and deciding what to do with it.

• People with impulse control challenges might interrupt a lot, overshare, or act quickly in ways that create later stress.
• Visual cues, simple pause phrases, and clear boundaries can give the brain extra time to choose.

Attentional control

Attentional control is how you decide what to focus on and what to ignore. It includes shifting attention on purpose instead of staying “stuck” on one thing.

• Signs of difficulty include zoning out during important tasks or getting pulled into every distraction around you.
• Short work blocks with planned breaks, noise management, and supportive tools can make focus more possible.

Self-monitoring

Self-monitoring is the built-in feedback system that lets you notice how things are going and adjust. It helps you catch mistakes, notice tone of voice, and recognize when you need a break.

• Without strong self-monitoring, someone may repeat the same mistake without realizing it or be surprised by others’ reactions.
• Checklists, rubrics, or simple reflection questions at the end of a task can strengthen this skill over time.

As you read through these 11 skills, you might notice that some feel solid and others feel shaky. That pattern is normal. If you want structured ways to work on specific skills, our Real-Life Executive Functioning Workbook offers exercises and real-world activities that match this framework.

What Is Executive Dysfunction (Executive Function Disorder)?

Executive dysfunction is a way of describing ongoing difficulty using executive functioning skills in daily life, especially when the demands are high and the support is low.

Executive dysfunction in plain language

When someone has executive dysfunction, it means skills like planning, time management, working memory, emotional control, and task initiation are not working as smoothly as they need to for everyday tasks. This might look like always being late, starting projects at the last minute, feeling stuck on simple chores, or melting down when routines change, even when the person genuinely cares and is trying.

Health and psychology sources, including clinical overviews from organizations like the Cleveland Clinic and the Children’s Hospital of Philadelphia, note that executive function challenges are common in conditions such as ADHD, autism, learning disabilities, mood disorders, and some neurological conditions, although every person’s profile looks different.

Executive dysfunction vs “laziness”

From the outside, executive dysfunction can look like laziness, carelessness, or poor motivation. From the inside, it usually feels very different. Many neurodivergent people describe wanting to act, knowing exactly what they “should” do, and still feeling frozen, overwhelmed, or pulled toward easier distractions. That gap between intention and action is a core sign that executive functioning skills are under strain, not proof that someone does not care. Clinicians sometimes describe this as a kind of “friction” in ADHD rather than a lack of effort, which is explored in a Psychology Today explainer on ADHD and perceived laziness.

Understanding this difference matters for parents, adults, and educators. If you treat executive dysfunction as a motivation problem, you are likely to lean on lectures, consequences, or pressure. If you see it as a skills-and-supports problem, you are more likely to adjust expectations, change the environment, and teach specific strategies, which is where real progress tends to happen.

Is executive dysfunction a diagnosis?

In many reports and articles, you might see phrases like “executive function disorder” alongside “executive dysfunction.” These terms are often used descriptively rather than as a formal stand-alone diagnosis. Clinicians usually look at executive functioning as part of a bigger picture that can include ADHD, autism, learning disabilities, mood or anxiety conditions, brain injury, or other factors.

If executive dysfunction is causing major stress at home, school, or work, it is worth talking with a qualified professional such as a psychologist, neuropsychologist, or physician. They can help sort out what is going on, rule out other concerns, and suggest supports that fit your situation.

How Executive Functioning Challenges Show Up In Real Life

Executive functioning challenges rarely arrive with a neat label, they usually show up as everyday struggles that keep getting in the way, even when someone is smart, caring, and trying hard.

For kids and tweens

In younger children, executive function challenges often look like “behavior problems” or “not listening,” even though the real issue is skill-based. A child might forget multi-step directions, lose track of what they were doing, or melt down when a routine changes. Teachers might see missing homework, messy desks, and big reactions to small setbacks.

• Homework is left at school or never makes it out of the backpack.
• Simple routines like getting dressed, brushing teeth, and packing a bag take much longer than expected.
• Transitions, such as leaving the playground or switching subjects, spark resistance or tears.

Families often feel torn between understanding and frustration. Seeing these patterns as executive functioning challenges opens the door to supports like visual schedules, checklists, and more patient step-by-step teaching instead of assuming the child simply “does not care.”

For teens and college students

For teens and college students, executive functioning challenges can be easy to miss because they often blend in with typical stress. A high school student might understand the material but never quite get assignments turned in. A college student might pull off brilliant work at the very last minute yet feel unable to start smaller, boring tasks like reading or emailing professors.

• Assignments are started late, finished in a rush, or abandoned halfway through.
• Important tasks like scholarship applications, housing forms, or disability paperwork keep getting pushed off.
• Sleep, meals, and self-care become irregular because planning and follow-through are draining.

These students are often told they “have so much potential” but feel like they are constantly letting others down. Naming executive functioning as part of the picture can reduce shame and help everyone focus on supports that actually fit.

For adults

In adults, executive functioning challenges may show up as chronic overwhelm rather than report cards. Someone might be excellent in meetings and completely stuck on email, or strong in crisis but unable to keep up with dishes, bills, and appointments when life is “calm.”

• Bills are paid late, even when money is available, because opening mail and logging in feels like a mountain.
• Household tasks pile up until they feel impossible to start.
• Work projects are completed only under extreme pressure, leading to burnout cycles.

Many neurodivergent adults describe feeling like they are always a few steps behind everyone else, even when they work twice as hard. Understanding executive functioning gives a more accurate explanation than laziness or failure.

What executive dysfunction feels like from the inside

From the inside, executive dysfunction often feels like wanting to act and not being able to bridge the gap. People describe staring at a sink full of dishes, a blank document, or a long to-do list and feeling frozen, foggy, or pulled toward anything easier. Self-talk can become harsh, which usually makes starting even harder.

Recognizing that this “stuck” feeling is related to executive functioning skills, not your worth or effort, is a powerful first step. It shifts the focus from “Why can’t I just do it?” to “What support, skill, or change in environment would make this doable for my brain?” The rest of this guide will help you start answering that question in concrete ways.

What Causes Executive Functioning Challenges?

Executive functioning challenges almost never have a single cause. They usually come from a mix of brain differences, life experiences, and current stress levels.

Brain-based differences and neurodivergence

Research shows that executive function skills are closely linked to how the prefrontal cortex and related brain networks develop. For some people, these networks work differently from early childhood. That is especially common in conditions such as ADHD, autism, learning disabilities, and some genetic or neurological conditions.

In these cases, executive functioning challenges are not a sign of low effort. They are part of how the person’s brain processes information, handles attention, and manages action. Medical and neurology sources like the Cleveland Clinic guide to executive function, the Children’s Hospital of Philadelphia overview of executive function, and the UCSF Memory and Aging Center executive functions overview all note that these patterns are common across many conditions and can show up in different ways for different people.

Stress, trauma, and environment

Even without a formal diagnosis, chronic stress and difficult experiences can stretch executive functioning skills. Growing up without predictable routines, facing ongoing financial or family stress, or experiencing trauma can make it harder for the brain to develop and use planning, emotional control, and flexibility skills.

The Center on the Developing Child at Harvard University points out that supportive relationships and stable environments help executive function grow, while ongoing stress can make these skills harder to access. This is one reason a child might do fairly well at school but fall apart at home, or the other way around, depending on which setting feels safer and more structured.

When executive function challenges overlap with mental health

Executive functioning challenges also overlap with mental health. Anxiety can make it difficult to start tasks or make decisions. Depression can drain energy and motivation, which makes planning and follow-through much harder. Conditions like OCD, PTSD, and bipolar disorder can also affect how reliably someone can use their executive functioning skills.

If executive functioning challenges are causing major problems with safety, daily life, or relationships, it is important to talk with a qualified professional such as a psychologist, neuropsychologist, or physician. They can help sort out what is happening and suggest options, such as therapy or medical treatment, that sit alongside practical supports and skill-building strategies.

How Do I Know If I (or My Child) Have Executive Functioning Challenges?

Executive functioning challenges show up as patterns over time, not one bad day. The goal is not to label every tough moment, but to notice when certain struggles keep repeating and are getting in the way of daily life.

Common signs in children and teens

For children and teens, executive functioning challenges often look like school, home, and social struggles that do not match their effort or intelligence. You might notice that your child can talk about what they need to do, yet still cannot get started or follow through without a lot of support.

• Frequently loses homework, forgets to turn it in, or leaves materials at school.
• Has a hard time following multi-step directions unless they are broken down or written out.
• Needs many reminders to start routines like getting ready in the morning or for bed.
• Becomes very upset when plans change or when transitions happen without warning.
• Struggles to notice their own impact on others or to see when a strategy is not working.

Common signs in college students and adults

In college and adulthood, executive functioning challenges often shift from report cards to life logistics. Many neurodivergent adults describe feeling capable in bursts, then wiped out or stuck for long periods, especially with boring or emotionally loaded tasks.

• Regularly pays bills late, misses appointments, or avoids important paperwork until there is a crisis.
• Feels paralyzed by long to-do lists and spends a lot of time deciding where to start.
• Relies heavily on last-minute adrenaline to finish work or school tasks.
• Lives in cycles of “get everything together” followed by burnout and shutdown.

Screening, assessment, and next questions

If these patterns feel familiar, it can help to pause and gather more information rather than jumping straight to self-blame. One option is to start with a non-clinical screening tool that helps you notice strengths and challenges across different executive functioning skills. Our free executive functioning assessment is designed for that purpose and can be a useful conversation starter for families, adults, and educators.

For a deeper dive into how executive function is measured, you can explore our article on how to measure executive function and our overview of executive function assessment tools. These resources explain the difference between rating scales, testing, and real-life observation.

If challenges are causing significant stress at school, work, or home, or you are worried about safety, it is important to talk with a qualified professional such as a psychologist, neuropsychologist, or physician. They can look at the full picture, consider possible diagnoses, and suggest supports that fit your specific situation.

How To Support And Improve Executive Functioning Skills

Supporting executive functioning skills works best when you focus on changing the environment, teaching specific skills, and building in gentle accountability, not on telling yourself or your child to “just try harder.”

Start with compassion and realistic expectations

It is very common to feel frustrated when executive functioning challenges keep getting in the way of school, work, or home life. At the same time, shame and criticism usually make initiation, planning, and emotional control even harder. A more useful starting point is, “Given how this brain works and what life looks like right now, what would make this task a little easier?”

For kids and teens, this might mean breaking homework into smaller parts and accepting that they may need more coaching than peers. For adults, it might mean acknowledging that energy is limited and choosing a short, specific list instead of trying to do everything in one day.

Change the environment to make tasks more doable

Environmental supports reduce how much any one brain has to hold at once. This does not “baby” kids or adults, it simply removes friction so skills can grow.

• Use visual schedules and simple checklists for repeat routines like mornings, after school, and bedtime.
• Set up “launch pads” by the door with keys, backpacks, or work bags in one spot.
• Reduce visual clutter in the main work area so the brain has fewer distractions to filter.
• Use alarms, timers, or calendar reminders to bring tasks back into awareness.

Resources like the Executive Function and Self-Regulation guide from the Center on the Developing Child at Harvard University highlight how routines, visual cues, and predictable environments give kids and teens daily practice with these skills.

Teach skills in real-life context

Executive functioning skills grow best when they are practiced inside real tasks, not only through worksheets or apps. Instead of only telling a student to “be more organized,” you might sit with them once a week to sort papers, update a planner, and talk through how they decided what to keep or toss.

• Use real assignments, chores, or job tasks as practice for planning, breaking tasks into steps, and self-monitoring.
• Model your own thinking out loud: “First I am going to open the calendar, then I will choose a day, then I will set a reminder.”
• Ask simple reflection questions afterward, such as “What helped?” and “What would you change next time?”

Research reviews on executive function suggest that when practice is tied to meaningful activities, gains are more likely to carry over into daily life than when skills are practiced only in artificial exercises.

Use tools that match the person’s brain

No single planner, app, or system works for everyone. The best tools are the ones a person can actually remember to use on a typical week, not on a perfect day.

• Some people prefer analog planners or whiteboards they can see at a glance. Others like digital calendars with alerts and color coding.
• Timers, including visual timers, can help with both starting and stopping tasks.
• Task management apps can be helpful if they are simple and checked regularly, not overloaded with categories.

It usually makes sense to start with one or two tools, test them for a couple of weeks, and then adjust rather than switching systems every few days.

When executive function coaching can help

Sometimes it is hard to build new patterns without structured support. Executive function coaching focuses on everyday skills such as planning, time management, task initiation, organization, and self-advocacy. It is educational and skills-based, not therapy or medical treatment.

In coaching, a person works with a coach to set realistic goals, break them into steps, experiment with tools, and review what is working between sessions. If you would like a deeper overview of what this looks like, you can read our ultimate guide to executive function coaching or learn more about our Real-Life Executive Function Coaching services.

For people who want structured activities they can use on their own or with support, the Real-Life Executive Functioning Workbook offers exercises that match the 11 skills described in this article and can be used at home, in school settings, or in coaching.

A simple three-step starting plan

If you are feeling overwhelmed, it can help to start very small instead of trying to overhaul everything at once.

1. Pick one or two skills to focus on. For example, you might choose time management and task initiation for the next month.
2. Choose one environmental support and one skill practice. You might add a visual schedule for homework time and practice using a five-minute timer to get started.
3. Review once a week. Spend a few minutes looking at what helped, what did not, and what small adjustment you want to try next. Our free executive functioning assessment can be a helpful tool for noticing change over time.

Frequently Asked Questions

What are the main executive functioning skills?

Executive functioning skills are the brain’s self-management tools. In this guide, we focus on 11 core skills: planning, time management, task initiation, organization, problem solving, flexibility, working memory, emotional control, impulse control, attentional control, and self-monitoring. These skills work together to help you decide what to do, start, stay on track, and adjust as you go.

Is executive dysfunction the same as ADHD or autism?

Executive dysfunction is common in ADHD and autism, but it is not identical to either diagnosis. Many people with ADHD or autism have noticeable executive functioning challenges, while others may not. Executive dysfunction can also appear with learning disabilities, anxiety, depression, trauma, or neurological conditions, and it sometimes shows up in people without any formal diagnosis, especially under high stress.

At what age do executive functioning skills fully develop?

Executive functioning skills develop throughout childhood and adolescence and often continue into the mid-twenties. The prefrontal cortex, which plays a big role in these skills, is one of the last brain areas to mature. That means teens and young adults are still building these abilities rather than being “behind,” and adults can continue to grow skills with practice and support.

Can adults improve their executive functioning skills?

Yes. Executive functioning skills can improve at any age, especially when the environment changes and skills are practiced in real-life contexts. Adults often benefit from supports such as planners, digital tools, body doubling, clear routines, and structured help from partners, friends, or professionals. Many adults also find that understanding their own neurodivergence helps them choose strategies that match how their brain actually works.

How do professionals evaluate executive functioning challenges?

Professionals use a mix of tools to look at executive functioning. These can include rating scales that ask about everyday behaviors, interviews about history and current stressors, and standardized tests that measure skills like working memory or flexibility. If you want to learn more about this process, our articles on how to measure executive function and executive function assessment tools explain common options and what they do and do not tell you.

What is the difference between executive functioning skills and general cognitive skills?

Cognitive skills is a broad term that covers many mental abilities, including basic attention, memory, and processing speed. Executive functioning skills are a specific set of higher-level processes that help you use those abilities toward a goal. For example, someone might have a strong memory for facts but still struggle with planning, time management, or task initiation. Looking at executive functioning skills separately helps you see where support will be most helpful.

Next Steps: Putting This Guide Into Practice

Reading about executive functioning skills is a helpful start, but real change happens in small, repeatable steps that fit your actual life.

You do not need to tackle all 11 skills at once. Instead, choose a simple starting point and build from there.

• Pick one or two skills to focus on. Look back at the table of 11 skills and circle the ones that cause the most stress right now, such as time management or task initiation.
• Choose one tiny change in your environment. For example, add a visual checklist for the morning routine, set one reminder on your phone, or create a “launch pad” by the door.
• Practice in real tasks, not just in theory. Try your new support with a real assignment, chore, or work task so your brain can connect the strategy to something that matters.
• Check in once a week. Ask “What helped?” and “What did not?” and adjust. Our free executive functioning assessment can give you a structured way to notice changes over time.

If you want more guidance, you can explore our Executive Functioning 101 Resource Hub, our article on executive function skills by age, the Real-Life Executive Functioning Workbook, or work with a coach through our Real-Life Executive Function Coaching services.

Further Reading

If you want to keep learning about executive functioning skills, these resources offer deeper dives into the science, day-to-day strategies, and ways to get support.

• Executive Functioning 101 Resource Hub – A central collection of Life Skills Advocate articles and tools that use the same 11-skill framework from this guide.
• Executive Function Skills by Age – A look at how executive functioning skills typically develop from childhood through young adulthood.
• Free Executive Functioning Assessment – A non-clinical questionnaire to help you map out strengths and challenges across key skills.
• How to Measure Executive Function – An overview of common ways professionals and educators assess executive functioning in real life.
• Executive Function Assessment Tools – A closer look at rating scales and tests that are often used in school or clinical settings.
• Real-Life Executive Functioning Workbook – Structured exercises and activities designed around the 11 skills described in this article.
• The Ultimate Guide to Executive Function Coaching – A detailed explanation of what executive function coaching is and how it can support kids, teens, and adults.
• Real-Life Executive Function Coaching – Information about Life Skills Advocate’s coaching services for neurodivergent teens, young adults, and adults.
• Executive Function and Self-Regulation – A science-informed guide from the Center on the Developing Child at Harvard University on what these skills are and how they develop.
• Executive Functioning Skills Overview (Pathway2Success) – Classroom-focused explanations and examples of executive functioning skills for educators and caregivers.
• Executive Function (Children’s Hospital of Philadelphia) – A pediatric perspective on executive function, development, and related challenges.
• Executive Function: What It Is, How to Improve, and Types (Cleveland Clinic) – A medical overview of executive function, conditions that affect it, and general support options.