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Picture a student who aces class discussions but rarely turns in homework on time, or one who understands the material but freezes or acts out when the routine changes. Instead of jumping to conclusions about a student’s ability or motivation level, it’s good to take a step back to see what might be happening behind the scenes, such as an underdevelopment of executive function skills. Executive function skills are the brain’s self-management tools — like planning, organization, time management, and self-control — that help students stay on task and reach goals. When a student needs to deliver academically, executive functions get them started, keep them on track, and help them cross the finish line. By contrast, when students struggle with executive functions, the impact on academics and overall school success can be widespread.

Educators sometimes feel like Dorothy in The Wizard of Oz, encountering a trio of formidable challenges along the Yellow Brick Road: reading difficulties (dyslexia), writing difficulties (dysgraphia), and math difficulties (dyscalculia). These three learning disabilities are distinct in their core features – dyslexia affects reading and spelling, dysgraphia impacts writing (especially handwriting and spelling), and dyscalculia involves persistent trouble with number sense and math – yet they often travel together in the same student. In other words, it’s not unusual for a child to experience a mix of reading, writing, and math needs all at once.