Teachers’ experiences and understanding of executive functions in Irish primary school classrooms: Findings from a mixed-methods questionnaire

Abstract

Executive functioning (EF) skills are crucial for young students to meet academic and social demands at school. EF skill development is particularly amenable to environmental influences in the early years. In classroom settings, teachers play a vital role in providing support to promote these skills. Research is limited regarding teachers’ understanding of EF domains and recognition of EF difficulties in students. Additionally, teachers’ experiences with managing neuropsychological reports that involve EF supports and interventions are unexamined. To assess levels of understanding and explore teachers’ experiences with EF and neuropsychological reports, an online questionnaire incorporating closed- and open-ended questions was developed. 106 primary school teachers in Ireland completed the questionnaire. Knowledge gaps for neuropsychological terminologies associated with EF were identified. Teachers recognised their role in supporting the promotion of executive skills, but issues with neuropsychological reports and resource limitations may restrict effective implementation of individualised supports and classroom-based interventions.