Working on "regulation", but seeing students get more dysregulated? Here's why that's happening.

Many school teams AREN’T actually working on executive functioning when they think they are.

As a result, they’re being more flexible and accommodating than ever, giving students a chance to process after behavioral escalations…

Yet they’re seeing students continue to be dysregulated. In some cases, it’s getting worse.

The same thing goes for helping kids stay organized and manage work.

Kids refuse to use organizers and lists, forget to use them when it’s relevant, or require a ton of adult prompting when they actually ARE using them.

In my free training, I share why these things happen. This free training, which I’ve recently updated, is called “How to Be Evidence-Based and Neurodiversity-Affirming With Executive Functioning Support”.

In the training, I cover three common mistakes school teams make when implementing “executive functioning interventions”.

In episode 264 of De Facto Leaders, I share two of those three mistakes.

When you listen to this episode, you’ll discover:

✅ Why students sometimes seem MORE dysregulated when asked to talk about melt downs or why they made a poor choice.

✅ The relationship between executive dysfunction, anxiety, and time perception.

✅ Why students aren’t more organized, even though you’ve giving them organizing tools like lists and planners