Executive Function & Organisation

Quick Actions (30-second read)

• Upload materials on a predictable schedule, at least a week ahead where possible.
• Give instructions in writing as well as verbally.
• Break large assignments into staged checkpoints.
• Use visual schedules, checklists, and reminders as standard course tools.
• Offer a simple, non-judgemental process for flexibility on deadlines.
• Recognise a student’s strengths, not only where they’re struggling.

Why this matters

Executive function — planning, working memory, organisation, and self-regulation — is the shared thread behind some of the most common difficulties staff see in class, across ADHD, autism, dyslexia, and anxiety alike. External structure (written steps, staged deadlines, predictable routines) consistently helps more than telling a student to try harder, because for many students the difficulty isn’t knowing what to do, it’s doing it consistently without support.

Student Voice

“I know what I’m supposed to do. Knowing isn’t the problem — doing it consistently is.”

Practical Examples

• A module introduces three staged submission points (proposal, draft, final) for a major assignment, instead of one distant deadline — applied to the whole class, not one student.
• A lecturer shares a written, step-by-step outline of a multi-part assignment alongside the verbal explanation given in class.