Student Achievement

How are Executive Functioning Skills & Non-cognitive Skills Similar and/or Different? Why it Matters to have Clarity around these Extremely Necessary Skills?

I have been an educator for over 25 years and for the last 10-15 years, I continue to hear educators mentioned or describe how they are going to fix students executive functioning skills as well as describe the actions to take in order to greatly improve students poor executive functioning skills. Educators believe by improving EFS, students will have significantly better academic outcomes. However, not only will there be an improvement academically, but these students will be accepted more socially and teachers will be more approving and welcoming.  (4 years old in the picture with my mother and Educator in the other picture)

As a social scientist, I also believe if we can significantly improve people’s executive functioning skills, we can help those individuals live a more organized and fulfilling life. But sometimes we educators start to describe the concerns in question as it relates to certain students who more than not turn out to be boys. The concerns often described, seem more like “Non-Cognitive Skills.” However, girls and boys can suffer from poor non-cognitive skills. It is true that Executive Functioning Skills and Non-cognitive skills share many of the same skills or behaviors, but for extremely different reasons. For the sake of clarity, I find it necessary to define the two kinds of skillsets in question. By doing so, helps provide the reader with additional clarity around which skills are biological and found to be part of the brain. The others more around social exposures. However, with the appropriate treatments and help from the right professionals, there is great news supporting success.

Executive Functioning Skills

Definition: Executive functions refer to a set of cognitive processes that are essential for goal-directed behavior, problem-solving, and self-regulation. These skills are primarily associated with the prefrontal cortex of the brain, which governs higher-order thinking and decision-making.

Key Executive Functioning Skills:

• Working Memory: The ability to hold and manipulate information in your mind over short periods.
• Inhibition (Self-Control): The ability to control impulses, resist distractions, and stay focused on tasks.
• Cognitive Flexibility: The ability to adapt thinking when faced with new, unexpected, or conflicting information.
• Planning and Organization: The ability to set goals, make plans, and organize steps to achieve those goals.
• Task Initiation: The ability to begin tasks without procrastination.
• Emotional Regulation: The ability to manage emotional responses in various situations.

Biological Basis: Executive functioning skills are deeply connected to the frontal lobes, particularly the prefrontal cortex, which is the brain’s “command center” for decision-making, impulse control, and planning. These skills typically develop over time, with maturation occurring into early adulthood.

Noncognitive Skills

Definition: Non-cognitive skills (often called soft skills or life skills) are personal attributes, attitudes, and behaviors that help people navigate the world, work effectively, and cultivate relationships. Although these skills are less about raw cognitive processing, they impact how we interact with the world and manage difficult moments.

Key Noncognitive Skills:

• Social Skills: The ability to communicate effectively, cooperate with others, and navigate social situations.
• Motivation: The drive to pursue goals and persist in the face of challenges.
• Resilience: The ability to bounce back from setbacks or difficulties.
• Self-Esteem: A person’s perception of their own worth, which can influence behavior and interactions.
• Mindfulness: The ability to remain present and aware in the moment, managing stress and emotions.
• Time Management: Effective allocation of time for various activities.

Biological Basis: Noncognitive skills are less about specific brain regions and more about a combination of personality traits, emotional intelligence, and environmental influences. Some research suggests they are influenced by early life experiences, family arrangements, and socio-economic factors. In addition, non-cognitive skills are shaped by interaction with social and cultural contexts, which makes them more flexible and context-dependent compared to the more biologically grounded executive functions.

Now that there is clarity regarding “Non-cognitive Skills” and “Executive Functioning Skills,” we can see that some of the skills slightly overlap. However, it is important to acknowledge that they may overlap at some point, but for different reasons. As a result of Executive Functioning Skills having more to do with the brain or brain development, trying to correct a student suffering from poor EFSs require tremendously different strategies, plenty of more time, and maybe medication. In addition, to appropriately work with people as it relates to improving EFSs, usually require a certified therapist, psychologist, or psychiatrist. When I hear school counselors, principals, or teachers claiming to be working on students executive functioning skills, I am not so sure if this is really the case due to our educational training which does not focus on techniques for improving EFSs. Despite best our intentions, many school district’s personnel usually fall far short of what it takes to help students develop strong executive functioning skills which would help them navigate life’s many joys and difficulties. On the other hand, there are more promising opportunities for schools, counselors, parents, and educators to significantly improve students suffering from poor non-cognitive skills by intentionally focusing on these skills throughout students’ K-12 academic career. When we do this, we call this Social Emotional Learning and Supports. Tons of school district’s across the country are already focusing on these very important skills and with great success.

Executive Functioning Strategies for Improvement:

Treatment is often focused on cognitive-based strategies, neurodevelopmental training, and, in some cases, medication. There’s a biological foundation, but neuroplasticity allows for improvement through structured, cognitive training and interventions.

Non-cognitive Skills Strategies for Improvement:

Treatment is typically focused on behavioral strategies, emotional learning, and social engagement. Improvement comes through practice, social interactions, and strengthening of emotional intelligence, and while not as biologically constrained as executive functions, there is still room for improvement through experience and reflection.

References

Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135-168. https://doi.org/10.1146/annurev-psych-113011-143750

Heckman, J. J., & Kautz, T. (2013). The economics of human development and social mobility. National Bureau of Economic Research. https://doi.org/10.3386/w19656

Gordon, R., & Kaufman, J. (2020). The development of noncognitive skills: Implications for early childhood education. Early Childhood Education Journal, 48(6), 785-798. https://doi.org/10.1007/s10643-020-01014-1

Miyake, A., & Friedman, N. P. (2012). The nature and organization of individual differences in executive functions: Four general conclusions. Current Directions in Psychological Science, 21(1), 8-14. https://doi.org/10.1177/0963721411429458