Landmark360

By Ann Andrew, Landmark School Faculty & Mom to Three Sons with Dyslexia and EF Challenges 

When my boys were younger, I spent far too many evenings wondering—Why is this so hard?—It wasn’t until later that I realized two things: First, executive function (EF) and resilience grow through practice, not perfection. Second, EF challenges aren’t just about ‘forgetting stuff’—they carry real emotional weight. 

This blog is for parents like me, who love their kids fiercely and want to support their growth without overstepping. I’ve made every mistake possible—velcro sneakers for way too long, over-helping with homework, sideline chats with coaches—and I’m here to share what I’ve learned from both sides: as a mom and a teacher.

What’s Really Going On? 

Executive function is the brain’s management system. It includes planning, organizing, regulating emotions, and following through. These skills don’t fully mature until the mid-20s—and for kids with ADHD or dyslexia, they can be delayed by several years. 

Quick Tip: Just because they can do it sometimes, doesn’t mean they can do it consistently or independently yet.

Common Challenges (and What You Can Do) 

EF issues often show up in six key areas. Here are practical, parent-tested strategies for each:

1. Task Initiation 

• Use micro-goals: “Can you work for 5 minutes?” 
• Visual checklists (e.g. chore chart, visual checklist or photo of finished project) build momentum. 

2. Time Management 

• Try the “Ideal Week” method—map out weekly time visually/hour by hour; aligns daily choices with long-term goals and builds time awareness.
• Use timers that aren’t on a phone (visual countdown timers, lots of alarms).

3. Organization 

• Ditch the binder—use two-pocket folders by subject. 
• Color-code everything (yes, everything). 

4. Impulse Control & Emotional Regulation 

• Practice "think-alouds" to model how you regulate emotions; let them hear your process (“I forgot the list again. Next time I’ll snap a photo.”).
• Ask: "How can we handle this?" (Not “Why are you upset?”); open-ended, collaborative problem solving questions - not swooping in to solve problems.

5. Flexible Thinking 

• Anticipate roadblocks: “What’s our Plan B?” 
• Celebrate creative problem-solving. 

6. Follow-Through 

• Scaffold routines like cleaning a room (“What’s the first step you can take?”); start together, provide visual cues, then step back. 
• Praise the process, not just the outcome (“I noticed you used your checklist—nice follow-through.”).

These challenges aren’t about laziness—they’re skill gaps with emotional ripples. When kids try and still fall short, it can lead to shame, overwhelm, and self-doubt. Over time, they may begin to avoid risks and fear feedback—not because they don’t care, but because it hurts to try and feel like it’s never enough. 

Accommodations: Support, Not a Safety Net 

We’re biologically wired to ease our kids' struggle—I know I am. My boys are now 22, 20, and 19, and I’m still working on my “chill.” 

If your child has an IEP or 504 Plan, supports like extended time, visual organizers, or reduced homework aren’t signs of weakness—they’re essential tools. They help kids access learning in ways that actually work for their brains. 

But here’s the tricky part: while accommodations are necessary, they’re not meant to be permanent training wheels. Kids build resilience through small, safe stumbles—not by being shielded from every bump in the road. 

Accommodations are part of the process—not the end point. The goal is to scaffold their growth: to offer the right support at the right time, and to step back gradually as skills strengthen and confidence takes root. 

You’ve got this—and I’m walking right alongside you.

About the Author

Ann Andrew is a parent, educator, and advocate with a passion for helping students with language-based learning disabilities.