Supporting Executive Functioning in Culturally Responsive, Student-Centered Classrooms

June 6, 2025

Executive functioning (EF) Skills are the mental processes that allow an individual to manage thoughts and actions, including skills like planning, organization, and prioritization. One uses these skills to solve problems, make plans and manage emotions or behavioral responses.  While executive functioning skills are universal human capacities, how they develop, are valued, and expressed varies across cultural and environmental contexts.

Many of the traditional executive functioning skills expected in general education settings are reflective of Western, middle-class, individualistic cultural practices. For example, students are expected to set personal goals, verbally stand-up for themselves/self-advocate, and prioritize academic or task-oriented responsibilities. In multi-cultural, American school settings, educators need to become extra vigilant of their responses to diverse expectations and values regarding goal setting, self-management, and communication styles.

For example, if one is a member of a collectivist cultural group, executive functioning skills are often expressed differently. A collectivist culture is one in which the needs, goals, and well-being of the group — whether family, community, people, or society — are prioritized over the desires and autonomy of the individual. In collectivist societies, people tend to view themselves as interconnected and interdependent, and personal identity is closely tied to one’s roles and relationships within the cultural group. In other words, family obligations, helping elders, and participating in religious or community events takes precedence and is prioritized above personal needs The goal isn’t to categorize students, but to understand how their executive functioning skills have developed in context.

Cultural Competence Continuum

It is also important to recognize that cultures exist on a wide spectrum of individualism to collectivism, and there can be significant variations within any national or regional group. That said, based on decades of cross-cultural research (like Hofstede’s cultural dimensions theory and Triandis’ work), many Asian, Indigenous, and West African cultures traditionally emphasize interdependence, community welfare, and shared responsibility. While this is a general orientation, it is not necessarily the rule, and younger generations may respond more individualistically than older generations due to different social influences.

In collectivist cultures, goal-setting, decision-making, and problem-solving are often viewed as communal responsibilities rather than individual pursuits. Family members, community elders, or respected leaders frequently guide important decisions, with an emphasis on maintaining group contentment, honoring tradition, and considering the well-being of the community as a whole.

In contrast, within many homogeneous, middle-class American schools, children are typically encouraged to take personal ownership of their goals, independently monitor their performance, and initiate changes to improve outcomes. These expectations reflect an individualistic value system that may not align with the practices or social norms of students from collectivist backgrounds. Expressing personal needs, openly disagreeing, and proudly showcasing individual accomplishments — regardless of how others perform — are often viewed as essential skills for success within academic settings.

How Culture May Shape Executive Functioning

Executive functions don’t develop in a vacuum. They’re shaped by the social, environmental, and relational contexts of a child’s upbringing. Different cultures emphasize different cognitive and behavioral priorities, which directly affect the development and expression of EF skills.

Examples of EF-related cultural differences:

Executive Function Skill	Western, Individualistic Norms	Collectivist or Interdependent Norms
Inhibition/Impulse Control	Value quiet, restrained, independent problem-solving	Value expressive, relational communication; assertiveness may be adaptive
Working Memory	Emphasis on individual recall and verbal rehearsal strategies	Greater reliance on relational memory and collaborative recall (storytelling, shared reminders)
Cognitive Flexibility	Seen in independent decision-making and adapting personal plans	Seen in adjusting to group needs and shared plans
Planning/Time Management	Linear, clock-based scheduling; emphasis on punctuality	Event-based scheduling (e.g., “after church” or “when grandma arrives”); relational time orientation
Emotional Regulation	Emotional restraint in public; stoicism valued	Open expression of emotion may be culturally appropriate, especially in family contexts

Avoiding Bias and Ethical Considerations

It’s essential to approach culturally responsive EF supports without making assumptions about students based on appearance, language background, or cultural affiliation. Executive functioning development is influenced by a complex interaction of personal, familial, and community factors. Without direct input from families, assumptions about culturally normative behaviors can be misleading. Educators should prioritize gathering family perspectives when interpreting executive functioning behaviors or designing interventions. This might include conversations about how time, emotion, and behavior are managed at home, and which support strategies feel appropriate and respectful to the family’s values and routines. This requires shifting away from one-size-fits-all teaching approaches and instead fostering environments that respect and reflect various cultural practices.

To create inclusive and effective educational practices, educators should integrate flexible task structures that encourage both independent and group work, provide clear and culturally relevant expectations, and avoid misinterpreting behaviors that deviate from mainstream norms. Additionally, fostering an atmosphere of empathy, allowing for diverse communication styles, and promoting open discussions about cultural expectations can empower students to express their strengths. This approach requires consistent self-reflection, professional development on cultural humility, and a commitment to creating an equitable learning environment for all students, regardless of their cultural background.

How Traditional EF Interventions Can Miss the Mark

Many classrooms work on time management, organizational skills, and behavior regulation using visual schedules, color-coded planners and token economies. These strategies are highly regarded, yet reinforce the concepts of working quietly, in a non-disruptive fashion, and managing tasks individually. Time is often focused on tasks, with fixed time periods in which task completion is expected. This may be a “mismatch” for a student who grows up in a family in which event-based time markers are used, and time pressures are not strictly imposed. Relational accountability—adults provide reminders, or peers assist each other—may be incongruent with internalized time management outside of the school setting.

To provide an alternative practice, students may use an event-based schedule (“After math is lunch”). This strategy is not to diminish the importance of teaching time on a clock, but the events can be tied together (“Let’s look at the clock when the activity ends”).

A student raised in a family where decision-making is collaborative may demonstrate difficulty with independent planning tasks in class, not because of a deficit in planning, but because their executive functioning skills have developed within a relational framework. Instead of becoming frustrated because a student’s lack of independent initiative, teachers may wish to allow for collaborative planning opportunities. Normalizing both individual and group-based strategies can positively reinforce planning practices and teach cooperation among students.

In some cultural contexts, raising a hand or asking questions in class may be perceived as disrespectful to the teacher, leading students to remain silent even when they have difficulties understanding the material. This behavior can be misinterpreted by the teacher as a lack of interest or comprehension, potentially resulting in assumptions about the student’s engagement with the lesson. To address this issue, teachers may validate that questions are welcome and valued. Additionally, providing alternative ways for students to express their confusion, such as written questions or small group discussions, can help bridge the gap between respect for authority and the need for self-advocacy in learning.

Self-Reflection for Educators: Executive Functioning Practices

Cultural Destructiveness: Do I assume all students should approach executive functioning (EF) in the same way, typically focusing on individual task management, time-based scheduling, and self-regulation?

• What to Do: Start recognizing that not all students organize tasks, manage time, or regulate emotions in the same way. Be aware of how cultural values influence EF practices.

Personal Recognition: Do I believe that Western EF practices (e.g., independent task completion and individual time management) are superior and expect all students to conform to these norms?

• What to Do: Adjust expectations and understand that students may come from cultures that value group collaboration, indirect communication, or event-based time management. Avoid labeling differences as deficiencies.

Cultural Blindness:  Do I treat all students the same, expecting them to function in ways that align with Western notions of EF, such as independent task completion and verbal assertiveness?

• What to Do: Recognize that cultural differences influence how students engage with tasks. Understand that emotional restraint, group collaboration, or deferential behavior are valid forms of EF that may need space and support in the classroom.

Cultural Awareness: Do I recognize that students from diverse cultural backgrounds may approach executive functioning differently, and am I beginning to adapt my practices to support these variations?

• What to Do: Incorporate flexible task structures—such as collaborative group projects that allow peer support, event-based scheduling that ties tasks to meaningful occasions, or less direct communication methods like written notes or anonymous question boxes—to better accommodate diverse executive functioning styles. For example, if a student feels uncomfortable asking a question directly, encourage use of private chat tools, signal cards, or one-on-one check-ins as alternative ways to seek help and express needs.

  Cultural Competence: Do I actively foster a classroom environment that values diverse executive functioning (EF) approaches, recognizing that skills like planning, organizing, and regulating emotions are influenced by cultural backgrounds?

• What to Do: Intentionally create opportunities for multiple EF strategies to be expressed and valued. Support collaborative learning where students can share responsibilities and leverage group strengths. Encourage culturally relevant expression of EF skills—for example, allow storytelling as a way to plan or reflect, provide options for non-verbal communication like drawing or gestures, and incorporate flexible deadlines or visual organizers that align with students’ cultural learning styles. Regularly invite students to share their preferred strategies for managing tasks and emotions, and adapt classroom routines to integrate these approaches.

Practical, Flexible, Culturally Sensitive Practices

Instead of having students memorize lists or items in isolation, use story-based strategies or games to reinforce concepts. Storytelling is highly valued in many cultures as a way of conveying knowledge, teaching history, and preserving social conventions. Integrating narratives or culturally relevant examples can provide meaningful context for new information, making it easier for students to engage with and remember key concepts while honoring diverse ways of learning.

In many classrooms, students are rewarded for sitting quietly and managing emotions with minimal outward expression. However, this expectation may not reflect how all students learn to regulate emotions within their cultural or community context. For example, a student who feels frustrated might raise their voice, openly vent their feelings, or gesture dramatically — responses that, in some cultures, are considered appropriate and healthy ways to release emotion and seek support. In a Westernized, middle-class school setting, these behaviors might be misinterpreted as defiance or poor self-control, when in fact, they reflect a culturally learned strategy for managing distress.

To support both emotional regulation and impulse control in a culturally responsive way, teachers can build in structured opportunities for students to express themselves appropriately. Activities such as sharing circles, group breathing exercises, or guided storytelling provide students space to release feelings in a safe, organized way. It’s equally important to teach students when open expression is welcomed and when quieter reflection is expected. For example, cheering and animated discussion may be encouraged during collaborative group work, while calm, focused behavior is expected during a reading circle. This helps students learn to navigate different social expectations while preserving culturally valued ways of expressing emotion.

Closing Thoughts

Supporting executive functioning in culturally responsive, student-centered classrooms requires flexibility, self-awareness, and a willingness to question traditional assumptions about what self-regulation, organization, and productivity should look like. By viewing EF skills as context-dependent and developmentally learned, educators can design supports that are both individualized and inclusive, without relying on harmful generalizations.

For more information on culturally competent practices, the following articles offer valuable insights and practical guidance. Cogmotion Learning is dedicated to supporting all students and is here to help you tailor your teaching strategies to meet the diverse executive functioning needs of your classroom. Please reach out anytime for personalized guidance and resources.

Articles & Research:

1. Rosen, P. J., et al. (2020). Cultural influences on executive functioning and implications for assessment and intervention.

   • Discusses how cultural values around independence vs. interdependence, time orientation, and behavioral expectations shape EF development.

   • [If you have access to PsycINFO or Google Scholar, search that title — it’s a good scholarly foundation.]

2. García Coll, C., et al. (1996). An Integrative Model for the Study of Developmental Competencies in Minority Children.

   • Classic framework for understanding how social position, racism, and segregation shape development — including self-regulation and EF.

3. The National Center for Culturally Responsive Educational Systems (NCCRESt)

   • While older, this group published solid position papers on culturally responsive practices in SPED.

   • https://www.nccrest.org/

4. Culturally Responsive Teaching and The Brain by Zaretta Hammond (2015)

   • A fantastic, accessible book connecting neuroscience and culture in the classroom.

   • Chapters on information processing and learning readiness overlap directly with EF concepts like working memory, cognitive flexibility, and self-monitoring.