Is This Executive Function, a Skill Gap, or Something Else?

Find out whether your student’s challenges are really about executive function, missing skills, or stress and anxiety. Answer a few quick questions and get a clear next step.

What role best describes you? *

Parent / caregiver of a student

Educator working with students

Coach or tutor

Other

What’s the main issue you’re most worried about right now? *

Tons of missing or late assignments, even when they understand the work.

Their grades are dropping because they can’t keep track of what’s due where (portals, emails, paper, etc.).

They try, but the reading, writing, or math feels too hard, and they’re falling behind in that subject.

Big emotions—meltdowns, shutdowns, or anger—whenever schoolwork comes up.

School refusal or constant stomachaches/headaches on school days.

Across how many classes or subjects do you see the problem? *

It shows up in almost every class or activity.

It’s mainly a problem in certain subjects (like reading, writing, or math).

It mostly happens in certain situations (tests, one specific teacher, social settings).

When an adult sits with the student and walks them through step-by-step (planning, chunking, keeping them on track), what usually happens? *

With that support, the quality of their work jumps way up.

Even with support, they still can’t decode, compute, or understand the content.

They often shut down, get angry, or avoid the work even when support is there.

What does their work history look like over the past few months? *

Lots of missing/late assignments and half-finished tasks across the board.

Work is usually turned in, but it’s full of errors or far below grade level in specific skills.

Some days are great and others are a disaster, usually depending on mood, sleep, or stress.

How organized are their materials and digital life (backpack, desk, Google Drive, online portals)? *

Total chaos; they lose things constantly and can’t find what they need.

They can find materials, but the work they produce is weak because they don’t fully understand it.

Organization comes and goes; when they’re calm it’s okay, when they’re stressed it falls apart.

What happens when the pressure is low (flexible deadline, relaxed setting, no test)? *

Even in low-pressure situations, they still struggle to start, plan, or finish without help.

They still avoid or struggle with tasks that rely on specific skills (like reading-heavy texts or multi-step math).

They do much better when the pressure drops; most of the problem seems tied to stress or fear of failure.

How do they talk about school and their own abilities? *

"I’m lazy,” “I just can’t get it together,” even though they often understand the material.

“I’m dumb at math/reading/writing,” or “I’ll never get this subject.”

“School is pointless,” “Nobody likes me,” “I feel sick when I’m there,” focusing more on feelings than skills.

When adults add structure (checklists, reminders, timers, calendars), what happens over a few weeks? *

Their follow-through and grades noticeably improve when those supports are in place.

They still can’t do the work accurately without direct teaching of the content itself.

They often resist or ignore the tools, especially when they’re upset or overwhelmed.

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What role best describes you? *