Featuring Margaret Foster, MAEd
Students struggle with executive functioning for a variety of reasons—ADHD, anxiety, depression, short-term stress, fatigue, concussion, etc. They experience a wide range of effects from these events, both short-term and long-term, which can affect their learning and performance. Research shows that executive functioning performance is most improved when taught and practiced in context. This dual focus requires the educator to understand both the content skills and the executive skills and strategies needed to engage the student in each specific course. Success depends on these working together effectively and efficiently. Margaret Foster, MAEd, explores how educators and specialists can recognize EF demands, identify student needs, and know how to initiate the process of effective interventions.