Executive functions explained: why it takes a CEO to complete a boring piece of primary school homework

Executive functions — such as logical sequencing, short- and long-term planning, problem-solving, risk evaluation, understanding cause and effect, self-regulation (of emotions, language, behaviours, etc.) and managing frustration — are fundamental skills that guide how we act in the world.

In this article, we explore some essential aspects of how these skills work and why, for many children — especially those with ADHD — they can present a real challenge. We will look at:

• The prefrontal cortex (PFC) is the CEO of our brains and our lives, responsible for executive functioning. 

• It develops slowly, with a growth spurt in the teenage years and continuing until about age 25, explaining why we take risks when we’re younger that we wouldn’t dare take now as adults. 

• Barkley breaks executive functioning into seven key skill areas: self-awareness, inhibition, non-verbal working memory, verbal working memory, emotional self-regulation, self-motivation, and planning and problem-solving.

• Conditions like ADHD affect PFC connections so diagnosed children will typically have difficulty with many, most, or all of these key executive functioning skills.  

• For example, a child with ADHD may find it challenging to stay focused on a long homework assignment but can be aided with appropriate strategies and support.

At the end of the article, you will also find a practical guide on how to help a child focus, designed to make those moments when a boring task feels impossible to complete a little more manageable.

---

The prefrontal cortex is the CEO of our brain and is in charge of executive functioning but it takes a huge amount time to develop

Just like a company has someone who is ultimately in charge of and responsible for all of the goings on in the business, your brain has a part of it that is fundamentally in charge as well. It’s called the prefrontal cortex (PFC) and it’s in charge of something called Executive Functioning. The prefrontal cortex is the part of your brain directly behind the forehead, and it’s the part of our brain that essentially makes us human and separates us from other mammals. It’s the Chief Executive Officer (CEO) of our brains and our lives. The PFC is generally responsible for making sure that we act in ways that are appropriate in civilised society. It explains why we don’t all act like jerks all the time!

Depending on which set of experts you ask, there are anywhere from four to twelve categories of executive functioning. Although the categories may differ, most generally agree that abilities such as logical sequencing, short and long-term planning, problem solving, assessing risk, understanding cause and effect, self-regulation (emotions, speech, behaviours etc.) and managing frustration are all managed by the PFC. So, you can see that it’s a pretty important part of the brain when it comes to how we function in the world.

The problem is that it takes a very long time to develop 

As babies, it’s the last part of our brain to develop, literally taking years. As you may know, babies’ brains develop rapidly in the first few years of life and then growth slowly tapers off around five years of age. Surprisingly, though, the growth isn’t over yet. There is actually another massive growth spurt in the PFC in the teenage years, and it doesn’t stop growing and developing until we are about 25 years old! 

This lag in growth until adolescence/early adulthood explains why we take risks and make decisions as teenagers that we would NEVER even attempt as adults! We don’t know about you, but there are some things we did at 17 that make us crimson with embarrassment when looking back now as fully grown adults. 

For those of us with teenagers at home, it also helps to explain some of the unfathomable decisions they make sometimes… in these seemingly adult bodies, making choices and decisions like little kids! Well, we have the delayed growth of the PFC to thank for that! They literally do not have the brain capacity.

ADHD and other neurodevelopmental conditions are associated with weaker executive functioning

There are also certain conditions such as attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) that are associated with differences in the connections of the PFC. It’s believed that people with ADHD and ASD have PFC’s that are wired differently than those of neurotypical people. This difference in wiring makes the brain perform differently and often results in less well regulated well-controlled executive functioning. What does that mean? 

Dr Russell Barkley, one of the foremost  authorities on ADHD, explains that variations in ADHD symptoms are attributable to differences in executive functioning. If you boil it down, all symptoms of ADHD are essentially an inability to regulate oneself in various areas of life (e.g., social situations, managing intense emotions, and maintaining focussed attention). Barkley and his team break this down into seven main areas:

1. Self-awareness: Simply put, this is about the ability to observe and evaluate one’s behaviour. It includes things like: being aware of how you’re acting and how you sound, how other people see you, and being aware of your impact on them.

2. Behavioural inhibition: This is also known as self-restraint or impulse control. Children who struggle in this area tend to interrupt others, blurt out answers when it’s not appropriate, or find it difficult to stay seated when expected to do so (for example, at the dinner table or in class). These challenges can range from mild behaviours such as interrupting or blurting out answers, to more significant difficulties like being unable to stay still. Children with weaker behavioural inhibition may also struggle to control their urges when they feel very angry or frustrated, sometimes leading to impulsive actions such as hitting, breaking objects, or other aggressive behaviours.

   
   

3. Non-verbal working memory: This refers to the ability to hold information in your mind as you go about your day. It is essentially about visual imagery — how well you can picture things mentally. Children who have difficulty in this area might, for example, find mental maths challenging because it is hard for them to keep numbers and operations in mind, even for a short period of time. Having to remember the numbers may mean they forget what they are supposed to do with them.

   
   

4. Verbal working memory: Sometimes called self-speech or internal speech, this is what most people think of as their “inner monologue.” This skill is essential for following verbal instructions, especially those that involve multiple steps. When a child has difficulty in this area, they might forget what they were asked to do even before leaving the room or starting a task. They may remember the final step but not the first, simply because they cannot hold verbal information in their mind effectively. This also explains why some children struggle to follow even simple practical instructions, or why they seem to forget the sentence they wanted to write by the time they put their pencil to the paper.

   
   

5. Emotional self-regulation: Children who have trouble in this area often experience emotions very intensely and may have wildly fluctuating moods. This skill involves taking the previous four executive functions and using them to regulate your own emotional state. It means learning to use words, mental images, and self-awareness to process and modify how you feel, as well as how you respond to those feelings.

   
   

6. Self-motivation: Just like adults, children need to be able to motivate themselves to do things such as homework, tidying their room, or completing household chores. But children who struggle with self-motivation often find this especially difficult, particularly when there is no immediate reward. Self-motivation is the ability to push yourself to complete a task even when there is no instant external consequence. This helps explain why children may become easily distracted when faced with tasks they find very boring.

   
   

7. Planning and problem solving: This skill refers to how we plan solutions to our problems by ‘playing with’ or manipulating information in our minds — for example, by breaking things down and recombining them in different ways in order to find solutions. For children, this can involve anything from remembering to take their sports kit to school for PE to planning when they will complete each piece of homework during the week.

Children with ADHD are typically about three years behind their peers in the development of executive functioning skills

They often have difficulty with many, most, or even all of these key abilities. Depending on the nature of the challenges they face, ADHD is usually classified into one of three subtypes: Inattentive type, Hyperactive/Impulsive type, or — for the really lucky children and their parents — Combined type ADHD.

It’s not that children with ADHD can’t do these things; rather, they often need more external support in order to navigate daily life successfully. The strategies we recommend are grounded in science and evidence-based research, and are designed specifically to address these differences in executive functioning.

Homework is a classic example of a task that can be exceptionally challenging for children with ADHD — it requires all seven of the executive skills at the same time. No wonder it can be so frustrating not only for the children themselves but also for us as parents and caregivers, as we watch them struggle (while we prod, encourage, cajole… and occasionally feel like tearing our hair out — or is that just us?).

For many families, getting a child with ADHD to focus on a homework assignment can feel like an enormous challenge. And scientifically speaking, starting and completing a boring piece of primary school homework really does require a CEO in charge! Where is that CEO when you need them?!

How to focus a child on an activity they’re not excited about

So here’s our 5 step guide to fast track the CEO in your child and get them to focus:

1. Make sure your child knows the activity is coming — if not, give them sufficient warning. Timing matters too! Building a regular routine removes the extra strain of deciding if and when to start an activity.

   
   

2. Before beginning a task that requires attention and focus, get moving! Physical activity can help set your child up for success — a few jumps, some skipping, or a short sprint are all great options.

   
   

3. Break the activity down into smaller steps or time blocks so your child can see a clear path from start to finish. Visual aids such as checklists, planners, and timers help keep progress visible.

   
   

4. Make sure you schedule breaks throughout, and stick to the plan when it’s time to take them. Short planned breaks (e.g., 5 minutes) will help your child reach completion, while skipping them can make the struggle last even longer.

   
   

5. Remember, you’re there to help: model one step, do the next together, and aim for autonomy only later (sometimes much, much later!). Don’t forget to acknowledge the challenge and praise the effort.

Supporting a child in developing their executive functions means standing beside them as their brain grows, one step at a time. It is a journey that requires understanding, practical strategies, and plenty of consistency.

Oli help was created precisely for this: to offer simple, science-based, everyday support that helps adults and children navigate challenges such as attention, planning, and self-regulation together.

Because when a child has the right tools — and an adult who can guide them — every small step forward becomes possible.