Study Organisation Hacks: How Executive Functioning Skills Transform Learning and Life

Sometimes, you learn that you’ve been doing something important without knowing what it’s called.

That happened when I shared a success story about my work with teens on LinkedIn.

A friend commented, “It sounds like you incorporate executive function into the work you do with kids. Sometimes, it can be difficult to persist through difficulties on our own, but you are there by their side if and when that happens.”

Her words stopped me in my tracks.

Executive function? I’d never even heard of the term before, but her comment made me wonder if there was something bigger behind the

study organisation hacks I’d been using to help teens—and my children—navigate their challenges.

It sent me on a journey of discovery that opened my eyes to the power of executive functioning skills in learning and life.

What Is Executive Functioning?

Curious to learn more, I picked up a copy of The Executive Functioning Workbook for Teens: Help for Unprepared, Late, and Scattered Teens by Sharon A. Hansen.

I began to understand what foundational executive functioning is. These skills—like planning, organizing, managing time, and regulating emotions—allow us to set goals, stay focused, and follow through on tasks.

But when these skills are underdeveloped, it can lead to what’s called Executive Function Disorder (EFD).

People with EFD may struggle with procrastination, losing track of deadlines, getting easily distracted, or even managing their emotions when tasks feel overwhelming.

What’s interesting about EFD is that it doesn’t mean something is “wrong” with you.

As the book explained, just as some people are naturally short and others are tall, some have better executive functioning skills than others.

Having EFD doesn’t make you abnormal; it just makes you a different kind of normal.

It might be better to think of “average” rather than “normal.” Just like a grade of C represents the middle of the range, most teens (and adults) have “average” brains regarding executive functioning.

Some excel in this area, while others need more support to thrive—and that’s okay.

It simply means that you may need different strategies to succeed.

A Personal Lightbulb Moment

As I worked through the book’s first chapter, I came across a checklist of behaviours that can indicate challenges with executive functioning.

I was amazed by how accurately the list described many teens I’ve worked with.

As I read further, I began to see my 10-year-old daughter Maria in many of the items on the list.

Unlike her twin sister Joan, who is naturally organized and independent, Maria often struggles with procrastination, getting distracted, and managing her emotions when tasks feel overwhelming.

Her grades are erratic, sometimes high, sometimes low, especially in chapter tests requiring more effort.

Here are just a few of the points from the checklist that resonated with her:

• She hurries through tasks to get them done.

• She needs to have directions repeated.

• She struggles to complete tasks when they get difficult.

• She has a hard time starting assignments or chores early so that they get done on time.

• She often feels overwhelmed by large assignments or projects.

• She has a hard time ignoring distractions in her environment.

Reading through this list was both eye-opening and emotional.

I realized that many of Maria’s struggles weren’t just “quirks” or personality traits—they were signs of challenges with executive functioning.

Maria’s Strengths and Challenges

Before I go any further, Maria is a wonderful child.

She’s sweet, loving, and full of talents that shine in many areas.

She’s great at public speaking and excels in extempore competitions, thanks to her keen sense of observation.

She loves hands-on learning, and once she understands a concept in math or science, she can apply it in multiple ways.

Maria also has a natural flair for sports—she’s an excellent football player and always willing to help with household chores.

In so many ways, she’s a joy to be around.

But like many kids with EFD, Maria struggles with things that don’t come naturally to her.

For example, she is not good at learning new languages that she hardly uses.

Language learning involves memorizing new words and vocabulary. She can get frustrated and give up when tasks feel too challenging, or she fails on the first try.

She also has difficulty managing her emotions, especially when overwhelmed or distracted.

How I’ve Been Helping Maria with Study Organisation Hacks  and Overcome EFD Challenges

Even before I understood executive functioning, I had already started helping Maria in small ways. Without realizing it, I included study organisation hacks to help her build these essential skills.

Here are some of the specific things I’ve done to support her:

Using a Wall Calendar and Daily To-Do Checklist

To help Maria with planning and organization, we set up a wall calendar for long-term goals, like school projects or extracurricular deadlines. We also create a simple to-do checklist for her homework and chores daily. This helps her break down her responsibilities into manageable steps and gives her a sense of accomplishment as she checks off each item.

Practising Deep Breathing, Yoga, and Meditation

Managing emotions has been a big challenge for Maria. To help her, I incorporated deep breathing exercises, yoga, and short meditation sessions into her daily routine. These practices help her calm down when overwhelmed and handle frustration more effectively.

Breaking Tasks into Smaller Steps

When Maria feels daunted by a significant assignment, I help her break it into smaller, more manageable pieces. For example, instead of saying, “Go finish your project, “I’ll say, “Let’s focus on writing the first paragraph in the next 15 minutes.”

Offering Gentle Reminders

Maria sometimes needs a little nudge to stay on track. I’ll remind her about upcoming tasks or deadlines in a supportive way to help her build the habit of planning without feeling nagged.

Offering Extrinsic Motivation

I introduced small rewards for completing tasks to keep Maria engaged and motivated. For instance, if she finishes her homework within a specific time frame, she gets 10 minutes to watch her favourite cartoon on YouTube. These little incentives help her stay focused and give her a sense of accomplishment when she meets her goals.

Maria’s Success

Maria is learning to approach her responsibilities more confidently and with less stress. Her grades have improved steadily, and she enjoys learning now that she knows it is manageable. She is less intimidated by difficult math questions. She got 29.5 on 30 for her latest Math exam!

How This Connects to My Work with Teens

So how do I help nurture executive functioning skills in my students?

I couldn’t follow ALL the steps I used with Maria because I meet my students online once or twice a week, right?

When I thought about this, I realized that most people procrastinate when they’re stuck on something difficult, and teens are no different.

It’s not because they’re lazy; it’s because they don’t have someone to guide them and organize their studies.

Many students don’t even realize what foundational concepts they need to grasp or the skills they must acquire to tackle more advanced topics.

That’s where I come in—I help bridge these foundational gaps early on, effectively and efficiently, so they realize chemistry is manageable and no longer that scary monster lurking in their closet.

I’ve been helping high school and college teens with their chemistry online since 2007. My students come from all over the globe and represent various curricula.

When I meet new students for the first consultation call, I always ask what they struggle with. Their answers often include one or more of the following:

• They don’t understand their teacher.

• They understand the teacher but get stuck when they attempt exam questions.

• Some feel the lessons are boring because they are not challenged enough.

• They want to stay ahead but don’t know how.

• Their AP Chemistry class feels overwhelming.

• Their school recently introduced IB Chemistry, but their teacher has taught only A-levels and isn’t fully familiar with the IB curriculum.

• They struggle with understanding the wording of the A-level Chemistry exams.

(Does any of this sound familiar?)

The list goes on; I’ve heard it all!

I help address these concerns and even tackle issues students might not be aware of yet.

Once we work through these challenges, most teens naturally begin to organize their thoughts and study habits better.

And should they still need support to stay on track, I’ll be there for them.

Executive Functioning Is for Everyone

One of these journey takeaways is understanding that executive functioning isn’t about being “normal” or “abnormal”. It’s about recognizing that we all have strengths and weaknesses in different areas. Just as some people are naturally athletic or artistic, others are naturally organized or focused. And for those who need a little extra help with executive functioning, there’s no shame in that.

The key is finding strategies that work for you. There are many ways to build executive functioning skills over time. Some methods include using a wall calendar, practising mindfulness, or breaking tasks into smaller steps. Incorporating study organisation hacks into your routine can make a huge difference in improving focus, managing time, and staying on track.

Executive functioning isn’t just about academics—it’s about building life skills that make learning and living easier.

Struggling with chemistry? You’re not alone- I’m here to help. 

To book a free stratergy call message me at rose@onlinechemistrytutorrose.com or fill in my contact form