For many parents, “executive functioning” is a term that only becomes familiar once a child begins to struggle with organisation, memory or self-management. Yet these skills are essential for success both inside and outside the classroom. Fortunately, there are practical ways to strengthen these and our Waldorf curriculum naturally supports this development.
Executive functioning (EF) skills are a set of mental processes that help us plan, organise, remember information, regulate emotions, and complete tasks. They work like the “air traffic control” system of the brain, coordinating thoughts, actions, and impulses. Children naturally go through a period where these skills are still developing, because the prefrontal cortex, the area responsible for EF, continues maturing well into the mid-twenties.
Key executive functioning skills include:
- Planning and prioritising – knowing what to do first and what matters most.
- Organisation – keeping materials and thoughts in order.
- Task initiation – starting tasks without unnecessary delay.
- Time management – estimating how long something will take and staying on schedule.
- Impulse control & emotional regulation – managing reactions and behaviour.
- Flexible thinking – adapting to changes or new information.
Working memory, the overriding component affecting EF, is the ability to hold information in your mind while using it. It’s like a mental “notepad” that temporarily stores details so the brain can work with them and hopefully produce an output. This is key within a classroom setting as a strong working memory helps to:
- Remember multi-step instructions.
- Keep track of what is being read.
- Solve maths problems without losing their place.
- Take notes while listening.
- Complete long tasks without forgetting what they were doing.
- Participate confidently in discussions.
When working memory is a challenge, children may appear distracted, forgetful, or inconsistent, even if they are motivated and very capable. This can affect their executive functioning as a whole as planning becomes harder, tasks feel overwhelming, and organisation begins to slip. To boost working memory we can:
- Play strategy and memory games (e.g., chess, card games, memory).
- Encourage retelling of stories, summarise stories/movies, or explain concepts.
- Teach visualisation: “Picture what you need to take to school tomorrow”.
- Practise mental maths in small, fun doses.
- Chunk information (“First we need the keys, bags and shoes on … now let’s think about the shopping list…”).
- Get adequate sleep.
- Do physical activity.
- Reduced screen distractions.
The Waldorf approach is uniquely suited to strengthening executive functioning because it encourages deep, focused learning. Main lessons last longer and integrate multiple subjects.This supports working memory by giving students the chance to revisit ideas in different contexts and apply content that has been learnt previously. The curriculum makes use of rhythm and routine by incorporating daily, weekly, and seasonal rhythms which help children internalise structure. This naturally supports time management, planning, and emotional regulation.The Waldorf way of learning integrates movement and the Arts into daily tasks. Handwork, eurythmy, drama, music, painting, and crafts all require multi-step processes, patience and coordination. These are excellent foundations for EF skills. Much of the curriculum emphasises independent, project-based work. Children learn to plan long-term assignments, research independently, and manage their time which are core executive functioning tasks. This is a significant contrast to the method of memorising and regurgitating which is a common way of working in schools.The Waldorf approach encourages Social and Emotional Development. Circle work, class discussions, and reflective practices foster emotional regulation, empathy, and communication which are all essential EF components.
Children can strengthen executive functioning skills through daily activities. Everyday strategies parents and teachers can use could include the following:
- Building and keeping a routine. Consistent routines reduce the number of decisions a child must make, freeing up mental space for learning. This may include doing certain daily tasks at the same time each day, packing bags for school the night before, using daily checklists, discussing your child’s day.
- Break tasks into smaller steps (chuncking of informatlon).
Large tasks overwhelm the executive system. Smaller chunks feel doable for example when doing a projective, it is far less daunting if one considers choosing a topic today, writing the introduction tomorrow and doing the body the following day. - Teach planning and time management. Support children to estimate how long tasks will take and schedule them realistically. This may include the use of a timer, a weekly calendar or a visual chart of their afternoon/evening.
Encourage reflection. It is important to ask questions like:
“What went well today?”
“What made that easier/harder?”
“What’s your plan for tomorrow?”
This builds metacognition which is the ability to think about one’s own thinking and can be implemented from a young age.
Develop emotional regulation which is probably the most challenging one for children. Executive functioning collapses when we feel overwhelmed. We need to encourage mindfulness, breathing exercises, short movement breaks, journaling or a creative outlet and calming sensory activities.
Executive functioning is not something that children either “have” or “don’t have”. It is a set of skills that develops over time and can be strengthened with the right support. Through its rhythmic structure, creative learning experiences, and emphasis on emotional wellbeing, the Waldorf curriculum is well suited to nurturing these essential abilities. With patience, practical strategies, and collaboration between teachers and parents, every child can grow in confidence, independence, and resilience.
Cayley Conway, Educational Psychologist
M.Ed Psych (US), B.Ed Hons (US), PGCE (US), BA Hum (US)
