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Updated: Jan 12, 2026

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Executive function intervention in the school context: A scoping review.

Rafaela Guilherme Monte Cassiano1, Marco Antonio Engeroff2, Bruna Gutierrez Cidade2

  • 1Department of Neurosciences and Behavior, Ribeirão Preto Medical School, University of São Paulo, Ribeirão Preto, Brazil.

Applied Neuropsychology. Child
|November 6, 2025
PubMed
Summary
This summary is machine-generated.

This scoping review maps interventions promoting executive functions (EF) in schools. Most interventions target typically developing children and adolescents, focusing on working memory, indicating potential for skill development and difficulty prevention.

Keywords:
Executive functioninterventionschool

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Area of Science:

  • Educational Psychology
  • Developmental Psychology
  • Cognitive Science

Background:

  • Executive functions (EF) are crucial for academic success and self-regulation.
  • Promoting EF in school-aged children and adolescents is a key developmental goal.
  • A comprehensive map of current EF interventions in educational settings is needed.

Purpose of the Study:

  • To systematically map interventions designed to enhance executive functions in children and adolescents within school contexts.
  • To identify the types, characteristics, and frequency of different EF interventions used in educational settings.

Main Methods:

  • A scoping review methodology was employed.
  • Systematic literature searches were conducted across eight major academic databases.
  • 122 studies, identifying 133 interventions (108 distinct), were analyzed.

Main Results:

  • Most interventions targeted typically developing children and adolescents.
  • Interventions were predominantly individual, often incorporating playful or computerized elements.
  • The most frequent interventions included Cogmed, Working Memory Training, Carribean Quest Game, and Captain's Log.
  • The majority of interventions focused on a single EF component, with working memory being the most targeted.

Conclusions:

  • EF interventions in schools represent a significant strategy for skill promotion and difficulty prevention.
  • These interventions can capitalize on the critical developmental window for EF and self-regulation in childhood and adolescence.
  • Findings highlight evolving approaches to EF promotion within educational contexts.