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Teachers often mistake executive-function difficulties for poor motivation, laziness or lack of effort. This practical session explores the hidden cognitive processes behind planning, working memory, task initiation, organisation, emotional regulation and flexible thinking. Drawing on current research and real classroom examples, delegates will learn why “knowing” is not the same as “doing”, why apparently simple tasks can become overwhelming and how small adjustments can dramatically improve engagement. Participants will leave with immediately usable strategies that reduce cognitive load, improve independence and help neurodivergent learners access learning more successfully.
Language: English | Audience: All
