LEADREAD 2: Executive Functions Conceptual Framework and Relevance for Education

“It’s often hard, when schools are already stacked with the mandated curriculum, to find room to focus on the things that we know really need to be improved, and that’s collaboration, communication, creativity, critical thinking, problem solving.”

HCA Candidate

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Introduction

The Executive Functions (EF) Conceptual Framework and Relevance for Education publication from the Centre for Curriculum Redesign considers the role of Executive Function in learning. In this paper, EFs are described as attention-regulation skills that help us stay focused and complete learning goals or tasks. The authors propose a clear, narrow definition (inhibition, working memory, and cognitive flexibility) positioned as a specific layer within self-regulation. The purpose of the paper, the provision of a framework and conditions that make learning stick, is applicable leaders and learners.

Key Insights

1. Attention is the gateway to learning. Three attention systems (alerting, orienting, and executive attention) decide when to notice, what to notice, and how to process it. These systems amplify brain activity so new learning is encoded. EF operates mainly in this third system.

• Keep the definition tight. EF = three core skills: inhibition, working memory, cognitive flexibility; avoid turning EF into a catch-all for behaviour or wellbeing.

• Environment shapes attention. Visual clutter, noise and some open, multifunctional layouts add competing stimuli and reduce on-task behaviour and concentration.

• Teaching matters more than ‘programs’. Evidence for broad, long-lasting “brain training” is mixed; the strongest gains are targeted (especially working memory and inhibition), in early years, and most visible in reading and maths.

• Stress has a sweet spot. Moderate stress can sharpen focus; too much shuts down prefrontal control. Class routines that regulate stress protect learning time.

Application

Leaders can embed EF by improving conditions and everyday practice:

1. Design for focus. Keep displays disciplined; improve acoustics; ensure predictable layouts. Where open spaces are used, schedule quiet zones.
   Actions: display guidelines; classroom acoustic targets; zoning timetables.

• Plan for working memory. Chunk information, connect new ideas to prior knowledge, and build in retrieval so learning transfers to long-term memory.
  Actions: lesson “chunk-and-check”; explicit linking to prior learning; spaced retrieval.

• Manage digital distraction. Set task-bounded device use and visible-screen expectations; align with emerging smartphone policies.
  Actions: lesson modes (devices up/down), visible placement, age-appropriate permissions.

• Strengthen everyday interactions. Warm, structured, cognitively demanding teaching supports EF and attention across the class.
  Actions: clear routines, frequent checks for understanding, deliberate practice.

Conclusion

Leaders who recognise the influential importance and practicality of EF, as the engine of attention, are more likely to . By shaping spaces, routines and teaching around attention and working memory, rather than relying on stand-alone programs, schools can boost focus, reduce disruption and improve retention.

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“Learning these skills helps students step into that additional space beyond the curriculum; it helps them to put a lens around why they’re learning the things in the curriculum, and to put it all into action in a way that’s meaningful for them. That generates agency and autonomy, and those critical capabilities.”
HCA Candidate

Citation: Van Damme, D., & Fadel, C. (2025). Executive Functions: Conceptual Framework and Relevance for Education. Center for Curriculum Redesign.