Secondary School Transition – NASEN’s SEND conference.

While the term “executive functioning” is no doubt familiar to early years practitioners, it may be less familiar to teachers of older pupils. The session was fascinating and cast a light on an area of transition that we arguably don’t focus on enough. As pupils move from primary to secondary school, they face new academic, social, and emotional challenges. One of the key areas that often determines their ability to navigate these changes is executive functioning (EF). This set of mental processes allows pupils to plan, focus attention, remember instructions, manage time, and juggle multiple tasks successfully.

While the session was framed around provision with pupils with autism, the ideas and issues discussed apply to all learners. Our executive functioning skills are not developed into adulthood, but we ask children of 11 to juggle complex school timetables, prioritise homework tasks from different subjects and to manage multiple pieces of information each day. It’s vital that we support pupils with this.

What are the signs that someone has executive functioning challenges? It’s important to identify pupils who may be struggling with EF early on. Some common signs to look out for in pupils transitioning to secondary school include:
» Frequently losing belongings such as books, stationery, or homework

» Difficulty following multi-step instructions and completing complex tasks

» Struggles with time management, often resulting in missed homework or rushing to complete tasks

» Being easily overwhelmed by the increase in workload and more demanding expectations.

» Challenges with social interactions, like taking turns in conversation or understanding classroom social cues.

To read more from Kirsty McMurdo, Trust Head of Teaching and Practitioner Development, please see Issue 21 of One Family with Wonder.