The term “asynchronous development” refers to the phenomenon wherein gifted children who excel in school also struggle to complete day-to-day tasks. For example, a student might achieve all A’s in math but learn much later than their peers how to tie their shoes or recall simple instructions. This can cause confusion and, in some cases, tension between parent and child as the former feels unable to support their child in the same way another parent might hire a science tutor for a student struggling in biology. The above is especially applicable to students who are neurodivergent or “twice-exceptional” (those who are both high-performers and possess a learning disability).
Executive Function (“EF”) skills play a significant role in the speed at which a child learns how to complete “simpler” daily tasks, though they can (and often do) influence a student’s performance in school as well.
EF skills include the ability to plan for the future; prioritize tasks; manage time effectively; organize space, possessions, and thoughts; initiate tasks; stay focused; self-regulate emotions; self-reflect on past behavior; and develop long-term memory. In other words, EF skills are associated with “adulting.” Though further research is necessary, scientists believe Executive Functioning may activate a different part of the brain than that used for academic learning.
Children who struggle with EF may find themselves unable to regulate their emotions appropriately in public, displaying apathy, frustration, and anger openly and with little apparent self-control. Such students may therefore struggle to socialize easily with others and may lack the self-awareness to appreciate how their behavior impacts their peers. In addition, many struggle to speak up and advocate for themselves when needed out of fear of judgment or due to an inability to express emotions clearly.
In school, students with underdeveloped Executive Function skills may find themselves unable to manage and complete homework on time. While the assignments themselves may not pose significant intellectual challenges to these students, the expectation to complete several tasks due at various points throughout a given week, each requiring different degrees of effort, time, and creativity, may seem overwhelming. Similar hurdles apply to organizing one’s room or completing other household tasks. The EF skills involved in such activities include time management, future planning, focus, and organization. These skills reinforce one another and, therefore, often appear underdeveloped in a child for whom one or several of the others are also underdeveloped.
The culmination of the above is the increased likelihood for such children to feel negatively about themselves and struggle (often silently) with anxiety and self-esteem issues. These students may respond by displaying indifference towards school or resentment towards their teachers and peers. This is why it is crucial for parents to devote effort towards understanding their children and their unique needs, in the classroom and beyond.
Executive Function is at the core of everything we do at The Enrichery to support our students through the next stages of their academic and personal lives. Both our Test Prep programs and our Academic Coaching sessions incorporate tried-and-true EF-centered teaching methods. Students of all ages and levels throughout the year are encouraged to seek the support they require to ease their transition to adulthood. For more information, submit a request to contact us at https://theenrichery.com/contact-us-submission/!
