Organizing tasks, staying focused, and managing time are key parts of a person’s success in school and daily routines. While some develop these executive functioning skills naturally, others may need extra support to strengthen them.
The Executive Functioning Strategies for Kids handout provides research-informed tips to help improve focus, organization, self-control, and other key executive functioning skills. It features easy-to-follow strategies like breaking tasks into steps, using checklists, and setting small goals to help clients stay on track both at school and at home.
When kids have access to clear and consistent strategies, they’re more likely to feel confident and take ownership of their responsibilities. One creative approach is to create a “goal board”—a visual space where they can post tasks, track progress, and mark off completed goals using stickers or colors they like.
Caring adults can reinforce these skills by using the same strategies in everyday routines, like preparing for school or cleaning up after activities. Talking through tasks, breaking them down into manageable parts, or creating checklists can teach kids how to stay organized.
We also offer an Executive Functioning Strategies for Teens handout.
*This item is an instant digital download. A link to download your files will be emailed to you once payment is confirmed.
Want more resources like this? Check out our full catalog of coping skills worksheets and handouts.
References:
- Gunzenhauser, C., & Nückles, M. (2021). Training Executive Functions to Improve Academic Achievement: Tackling Avenues to Far Transfer. Frontiers in Psychology, 12, 624008. https://doi.org/10.3389/fpsyg.2021.624008
- Martínez Vicente, M., Suárez Riveiro, J. M., & Valiente Barroso, C. (2019). Executive functioning and learning in primary school students. Electronic Journal of Research in Educational Psychology, 17(47).
- Otero, T. M., Barker, L. A., & Naglieri, J. A. (2014). Executive function treatment and intervention in schools. Applied Neuropsychology: Child, 3(3), 205-214. https://doi.org/10.1080/21622965.2014.897903
