Here is my favorite quote at the moment: “Expectations are predetermined disappointments.”
Kind of brutal but so true – especially in my experience with folks struggling with executive functioning.
Unrealistic expectations are at the root of SO much pain. Parents and teachers often expect children and adolescents to step up and independently complete certain tasks before they are ready. The result is more and more children who struggle with anxiety.
I get it. As a parent, before I understood the connection between the brain and behavior, I too was guilty of unrealistic exceptions. It took me years to unlearn this habit and accept myself and others exactly where they are in their journey.
Today, with all of our available knowledge about brain development, it is both fascinating and frustrating to me how little we acknowledge the brain’s connection to executive functioning skills as we age. In newborns and toddlers, we accept that motor and verbal skills won’t develop until they reach a certain point in their development. We know that they can’t do what they can’t do.
Alas, once the wonders of walking and talking arrive, we quickly forget that executive functions play a key role in the brain’s development. We want benchmarks, and we want them to happen on schedule. And when they don’t, the unrealistic expectations begin.
I’d like to swap out the word “expectations” and replace it with “transition points.” Developmental age is a spectrum, and can vary widely! Here is a brief list of transition points and how we best support a maturing brain’s executive functions.
To be successful, executive functioning at this time of life requires parents and teachers to step up and create consistent predictable environments. This includes:
These are the years when parents and teachers work alongside children, explicitly demonstrating and teaching them how to do things.
Parents should model expectations, gradually turning over the tasks for independent completion, but only after weeks of monitored support. Here are some examples:
During the teen and pre-teen years, parents and teachers need to gradually switch from being micromanagers to coaches guiding from the sidelines. This means that more independence should be expected, but only as the child demonstrates the foundational executive function skills needed for that independence.
This is tricky because the brains and bodies of middle schoolers are all over the map in terms of development. Adults need to pay attention to individual brain differences to provide support for that practice and problem-solving.
Like coaching athletic skills, executive function skills need consistent practice and application to new situations. Here are some ways to do that:
During the high school years, the gap between expectations and brain development can become a significant problem for many students. Students with inadequate EF skills simply lack the brain development and underlying executive function training to manage the increased demands for independence, even though both the students and their parents long for that independence.
These can be challenging years for parents. The best path for executive function development in high school is going back to that concept of being a coach – one that can’t go on the field and guarantee success for the player. A coach who builds skills through practice, who looks at a “failure” as a teachable moment. One who helps the student to consider what they could do differently to set up a better outcome in the future.
Being a coach isn’t easy. Keep in mind that the goal is to raise adults, not children.
This is the most frustrating transition. At 18, a child is suddenly given the rights of an adult. Legally they are independent.
Practically, many are not ready for adulthood. Yet tradition has us sending them out the door, often to college, even though they struggled to be independent in high school.
I think both students and parents want to believe that some magic will happen when they step on a college campus. For too many, they find failure and give up before they are mature enough to independently succeed.
The wounds of that failure can last a lifetime. If you have a student with delayed executive functioning, change your expectations. You want to set up success, not failure.
Consider these options as a transition time to grow their brain’s EF skills.
I believe that good executive functioning skills boil down to being able to function as an adult who just does what needs to be done. We build those skills, that way of thinking very early, step by step. Each transition is the building block for the next transition.
If we align our expectations to what the brain can realistically do, we can avoid disappointments and set up success. And that is a beautiful thing.
Little by little…
Marydee Sklar is the president of Executive Functioning Success and the creator of the Seeing My Time Program® and the Set Up Success and Seeing My Time® planners. She is an educator and author of three books on executive functions, as well as a trainer and speaker. Marydee has more than twenty-five years of experience working with students and adults with executive function challenges.