It is encouraging to see executive function named within the government’s newly published SEND reform white paper as part of a broader vision for earlier identification, stronger inclusion and better support for children and young people in education. Alongside this, the government has also committed more than £200 million over three years for a new SEND and inclusion training package for school staff. Taken together, this signals an important shift in the national conversation.
Executive functions are the skills that often determine whether a pupil can be present, regulated, engaged and able to access learning. They include attention, working memory, impulse control, planning and organisation, and cognitive flexibility. For many pupils with SEND, difficulties in these areas sit at the heart of day-to-day challenges in the classroom, yet they can still be misunderstood or overlooked.
Recognition in policy matters, but what will this look like in practice? As with wider SEND training reforms, identifying need is only the first step. Schools need practical, evidence-informed approaches that can be taught, embedded and sustained in busy classrooms and stretched budgets. Any national training offer will need to balance breadth with depth and draw on existing specialist expertise if it is to make a meaningful difference.
This is where an executive function approach has real potential. In our work, a shared executive function language and coaching model can support earlier identification, more consistent classroom strategies, targeted intervention where needed, and a whole-school culture that helps pupils understand how they learn. We have seen this contribute to improved self-awareness, reduced stress and worry, stronger metacognition, and greater confidence in approaching challenges.
If executive function development becomes a clearer part of the national SEND agenda, there is an opportunity to equip schools with something practical, teachable and sustainable that improves outcomes for pupils.
