The focus of executive functioning : addressing the transition from elementary to middle school, 2024

Executive functioning skills encompass a range of cognitive processes, including planning, organization, working memory, and self-regulation. These non-academic skills are integral to a student's success in academics, social interactions, and behavioral outcomes in school, ultimately shaping their future success in the real world. Despite the demonstrated significant impact of executive functioning on academic performance, schools often do not directly teach these skills. The transition from elementary to middle school poses a critical challenge as students face new schedules, multiple teachers, and increased independence. To navigate these changes, students need strong executive functioning skills, but teachers often expect students to have these skills already, and lacking them can lead to academic and social difficulties. Ten sixth-grade teachers across New Jersey, including both general and special education teachers, participated in one-on-one Zoom interviews for this qualitative study on executive functioning skills and their impact during the transition to middle school. This qualitative study explored gaps in executive functioning skill development among students transitioning from elementary to middle school. The findings highlight five key themes: the Perceived Critical Transition to Middle School, the Perceived Role of Executive Functioning Skills, the Need for Formal Training, Teaching Executive Functioning Skills, and the Promotion of these Skills. These themes provide insight into teachers' perceptions of the most essential executive functioning skills, the gaps observed in middle school students, and the factors influencing whether these skills are taught.