SEND Reform: What It Still Gets Wrong (Even After Finally Recognising Executive Functioning)

A few weeks ago, I wrote about something in SEND reform that actually made sense.

For the first time, we are seeing executive functioning being recognised as central to learning and behaviour.

That matters.

Because for years, children have been misunderstood.

What looks like behaviour is often a child struggling to access the skills needed to cope, think, regulate and respond.

But here’s the problem.

Recognition is not the same as understanding.

And if we get this wrong, we risk repeating the same mistakes — just with new language.

We’ve named it… but do we understand it?

Executive functioning is now being talked about more in education.

But there is already a risk in how it is being interpreted.

There is a difference between:

• understanding a developmental skill, and

• expecting a child to perform that skill

If schools are told:
“Children need better attention, better organisation, better emotional control”

Without understanding how those skills develop…

We are back to the same place.

Just with different words.

This is where it goes wrong

If executive functioning is misunderstood, it can quickly turn into:

• more expectations

• more pressure

• more “they should be able to…”

Instead of:

• breaking tasks down

• reducing cognitive load

• supporting regulation first

Because here’s the truth:

A child cannot use executive functioning skills they do not yet have access to.

And those skills are not available when a child is dysregulated.

Mainstream inclusion without understanding will still fail

The White Paper pushes for more children to be supported in mainstream settings.

Inclusion sounds right.

But inclusion without understanding is where we see the biggest problems.

Because if a classroom still:

• overloads working memory

• demands fast processing

• expects flexibility without support

• reacts to behaviour instead of recognising overload

Then nothing has really changed.

The child is still expected to fit the environment.

We cannot build skills through consequences

This is something I see all the time.

When children struggle, the response is often:

• consequences

• behaviour systems

• emotional literacy programmes

But executive functioning does not develop through consequences.

It develops through:

• co-regulation

• scaffolding

• repetition

• reduced demand at the right time

If this understanding is missing, we will continue to see escalation.

The real opportunity (if we get this right)

There is something important happening here.

For the first time, the system is starting to move away from behaviour…

And towards understanding how the brain works.

That is a huge shift.

But only if it is followed by:

• proper training for professionals

• real understanding of regulation

• early recognition of difficulties

• support before crisis

Because once a child is overwhelmed, we are already too late.

Final thoughts

SEND reform has opened the door to a better way of understanding children.

But opening the door is not enough.

If executive functioning becomes just another expectation placed on children…

Then nothing changes.

If it becomes something adults truly understand and support…

Everything changes.

If you haven’t read it yet, you can read my previous blog on why executive functioning in SEND reform finally makes sense here:
Executive Functioning in SEND Reform: Why Understanding Regulation Matters in Education — The Autism & ADHD Advocates CIC