Understanding Executive Function Delays in Neurodivergent Tweens & Teens

As children grow into adolescence, their ability to plan, organise, and manage their time becomes more important than ever. These skills, known as executive functions, help young people juggle schoolwork, friendships, daily responsibilities, and future goals. However, for neurodivergent tweens and teens—such as those with ADHD, autism, or other learning differences—these skills often develop at a different pace, leading to unique challenges in everyday life.

What Are Executive Functions?

Executive function is a set of cognitive processes that help individuals with:

• Planning & Organisation – Breaking tasks into manageable steps and keeping track of assignments or responsibilities.

• Working Memory – Holding and using information in the moment, such as remembering instructions or recalling study material.

• Time Management – Estimating how long tasks will take and pacing oneself accordingly.

• Impulse Control – Pausing before acting, avoiding distractions, and resisting immediate gratification.

• Emotional Regulation – Managing frustration, stress, and big emotions in response to challenges.

• Flexible Thinking – Adjusting to changes, problem-solving, and shifting between different tasks or perspectives.

Never-ending to-do lists, even worse for those with neurodivergent brains, as prioritising, organnising and time management skills take longer to develop.

In neurodivergent young people, these skills often develop more slowly or in an uneven pattern, which can lead to difficulties in school, social situations, and home life.

Why Do Executive Function Delays Happen?

The brain regions responsible for executive function, particularly the prefrontal cortex, develop gradually throughout childhood and into early adulthood. In neurodivergent individuals, this development may be delayed or function differently, leading to:

• Difficulty following multi-step instructions

• Forgetting assignments, deadlines, or important items

• Struggles with transitioning between tasks

• Emotional outbursts or shutdowns when plans change unexpectedly

• Chronic procrastination or difficulty starting tasks

• Sensory overload making planning and organisation even harder

There is much research now that states these delays are generally around the 3 years delayed mark, for children and up to 5 years in teens and young adults. In neurotypical young people, these skills are said to be developed between 21 - 25 years of age. This means in Neurodivergent folk, that might be pushing 30 years of age!

The teen years are the time that we start practicing Executive Function skills more, as we journey into adulthood

How Executive Function Challenges Impact Daily Life

Many parents and educators notice executive function challenges when neurodivergent tweens and teens:

• Struggle with homework – They may forget to write down assignments, underestimate how long tasks will take, or have difficulty prioritising tasks.

• Find it hard to keep track of belongings – Losing schoolbooks, forgetting sports gear, or leaving their phone in random places is common.

• Have difficulty with time management – They may spend too long on one task and run out of time for others or consistently underestimate how much time is needed.

• Experience frustration or anxiety around expectations – School and household demands may feel overwhelming, leading to avoidance or emotional outbursts.

Supporting Neurodivergent Tweens & Teens with Executive Function Delays

While these challenges can be frustrating for both young people and their families, there are strategies that can help:

• Use External Supports – Visual schedules, checklists, timers, and reminders can help make tasks more concrete and manageable. Strategies and models such as Get Ready, Do, Done however are more suited to assisting the T(w)een to develop their OWN external supports. This is very important for increasing saliency/importance for the young person, and making it more likely to be remembered!

• Break Tasks into Steps – Instead of saying, “Clean your room,” break it into smaller tasks like “Pick up clothes,” “Put books on the shelf,” etc.

•  Provide Predictability – Clear routines and advance warnings about transitions can reduce anxiety and support smoother shifts between activities. Gradually start to shift the expectation for time management to the Teen.

• Teach Time Awareness – Using timers or estimating how long tasks will take can help tweens and teens develop a better sense of pacing. (Try colouring in time on an analogue clock using whiteboard markers!)

• Encourage Self-Advocacy – Help them identify what strategies work best for them so they can communicate their needs at school and in social situations. This takes time and practice, many strategies will fail before finding a successful one.

• Be Patient and Supportive – Development is non-linear, and frustration won’t help.

  ALWAYS Celebrate progress, no matter how small!

  
  

OTs can assist parents and others in using the Get Ready, Do, Done Model (and Others), to assist T(w)eens to develop their Executive Function skills.

Understanding executive function delays in neurodivergent tweens and teens is key to helping them thrive. While they may face more challenges in managing their daily responsibilities, the right tools and support can empower them to build skills at their own pace. With patience, encouragement, and practical strategies, these young people can develop confidence in their abilities and gain the independence they need to succeed in school and beyond.