As a student starts their college journey, it’s easy to assume that once they’ve made it to campus, they’re ready to handle the academic and personal demands of college life. But even bright, capable students can struggle—especially when it comes to executive function skills.
Executive functions are the mental processes that help with planning, organization, time management, self-regulation, and flexible thinking. These are crucial for success in college, yet many students arrive underprepared in this area. As a parent, you can play a key role in spotting red flags before they become bigger problems.
Here are some signs to look for that could suggest your student is struggling with their executive functions:
- Chronic procrastination or missed deadlines
If your student regularly scrambles to finish assignments at the last minute or forgets about them entirely, they may have trouble with time management and task initiation. - Poor organization
Losing track of assignments, forgetting appointments, or constantly feeling “behind” are signs of disorganization. If their backpack, email inbox, or digital files are chaotic, it may be affecting their performance. - Inconsistent academic performance
A student with executive function challenges may do well on some tasks but fail others, particularly those requiring sustained effort over time, like research papers or group projects. - Difficulty prioritizing or setting goals
If your student feels overwhelmed and doesn’t know where to start, they may lack the tools to break larger goals into manageable steps. - Shutting down under stress
Executive function also impacts emotional regulation. Struggling students may become anxious, irritable, or withdraw completely when faced with academic pressure.
It’s always important to remember that executive function skills can be developed with support and practice. Students can learn to build these skills, incorporate them into their everyday lives, and build consistency that will help them work towards their academic and personal goals.

