Practicing Flexibility in Grades 1–4: Empowering Young Learners with Executive Function Skills

Posted In Application On May 8, 2025

Practicing flexibility is a powerful way to support young learners in building their executive function skills. In grades 1–4, students are still developing their ability to adapt to change, shift their thinking, and regulate their emotional responses when things don’t go as expected. Teaching executive function skills like flexibility helps meet student learning needs, builds confidence, and provides the structure students need to improve their academic performance and social skills. When embedded into daily routines through intentional executive function instruction, practicing flexibility can become a habit that strengthens a student’s self-regulation and resilience.

Here are five classroom-ready ideas to integrate executive function strategies into your elementary day while helping students begin practicing flexibility.

1. Observe, Reflect, and Chart Flexibility in Action

Throughout the day, take moments to pause and ask students to observe what’s happening around them. Is the classroom noisy? Did a classmate forget a supply? Is the schedule running a bit behind? These are real-life opportunities to help students understand the executive function definition of flexibility: the ability to adapt to changing circumstances and adjust behavior and thinking as needed.

Ask students, “How could being flexible help you learn better right now?” Chart their ideas, such as “I can keep working even if it’s loud” or “I can wait my turn if we need to share materials.” Over time, this visual reminder becomes a practical executive function tool, reinforcing how practicing flexibility supports student learning and behavior.

2. Normalize and Practice Adjusting to Change

Changes in plans can lead to frustration, especially for students who are still developing flexible thinking skills. Over the next several days, intentionally draw attention to any shifts in routine or schedule and use these as teachable moments. Ask students to reflect on three possible strategies that could be used for managing the shift in routine:

• Find a creative solution
• Look at the positives
• Reschedule my plans

Have a class discussion and let students decide which strategy they want to use. Then practice it together! For example, if recess is moved indoors due to rain, students could look at the positives by saying, “Now I can play a board game with my friends.” Practicing flexibility in these moments empowers students and allows them to adjust to changes in a supportive environment.

3. Take the “Thought Shift Challenge”

Another fun and effective way to support practicing flexibility is through a “Thought Shift Challenge.” Explain to students that over the next few days, when they hear a specific sound (such as a bell or chime), they’ll stop and consciously shift their thoughts to a new topic.

Right before classroom transitions, use your chosen sound and say, “It’s time for the Thought Shift Challenge!” For example, “You were thinking about your math problems. Now you need to start thinking about lining up quietly for music.” These small yet meaningful shifts build mental flexibility—a core part of executive function learning.

4. Build Perspective-Taking into Class Discussions

Practicing flexibility also includes understanding that others may think or feel differently. During class discussions, encourage students to ask questions that help them understand a peer’s point of view. Record their questions and display them as a visual reference. Some great examples include:

• “Why do you think that?”
• “How did you feel when that happened?”
• “Can you explain it another way?”

Giving students these sentence starters helps them develop empathy and stronger social skills. It’s also a natural way to build executive function instruction into content areas like reading, writing, and social studies while boosting student engagement strategies and classroom conversation.

5. Use Timers to Ease Transitions

Young students often struggle with transitions, but giving them advance notice can support their executive function development. Use a visual or auditory timer to signal how much time is left before switching to the next activity. Visual timers work well for some students, while others may prefer a gentle chime that’s less distracting.

After each transition, briefly reflect as a class: “How did the timer help you stop and move on to the next thing?” These small check-ins help students become more aware of their own reactions and develop their flexibility skills. As they practice transitions with support, they become more confident and capable of managing change, a key part of flexibility.

Wrap-Up: Flexibility for Life and Learning

By embedding executive function instruction into everyday activities, you help students not only meet academic expectations but also grow socially and emotionally. Practicing flexibility equips students with lifelong tools for problem-solving, self-regulation, and adapting to change—skills that will support them well beyond the classroom.

With consistent executive function intervention, young learners gain confidence in managing their behavior, navigating uncertainty, and taking ownership of their learning. Practicing flexibility is more than just responding to a schedule change—it’s about building the mindset and strategies students need to thrive in a complex world.

Want more ideas for practicing flexibility with older students?
Explore flexibility strategies for Grades 5–8 and Grades 9–12.

Interested in a ready-to-use executive function curriculum?
Check out Cerebrate’s executive function lessons designed for real classrooms and real student learning needs.

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