Date

6-17-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Rachel Hernandez

Keywords

Executive functioning, cognitive load theory, working memory, inhibitory control, cognitive flexibility, attention deficit hyperactivity disorder, autism spectrum disorder, learning disabilities, learning difficulties

Disciplines

Educational Psychology | Special Education and Teaching

Abstract

The purpose of this hermeneutic phenomenological study was to understand the lived experiences of supporting students' executive functioning skills for experienced teachers at schools in Ohio. Cognitive load theory, acknowledging the relationship between executive functioning and cognition, was used to guide the study. Under this theory, human beings have a flexible yet finite ability to acquire knowledge, which is mediated through components of executive functioning, including working memory, inhibitory control, and self-regulation. Weaknesses in executive functioning may restrict cognitive load capacity through interference in the systems responsible for memory, attention, and behavior. Therefore, the following serves as the central research question: What are the lived experiences of teachers in supporting students' executive functioning skills? Participants included elementary and middle school teachers who had taught for more than five years. They were asked to reflect on their lived experiences through individual interviews, focus groups, and journal responses. Consistent with Van Manen’s methods for inductive analysis (2023), transcriptions of the interviews were turned over, read, and reread prior to being organized into thematic concepts. Four primary themes emerged from the study, including increased diversity in the classroom, the impact of technology, changing instructional practices, and reduced capacity. Such themes reveal the influence of executive functioning on cognition, achievement, and pedagogical practices.

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