Abstract

Executive Functions constitute a set of higher-order cognitive processes directly associated with behavior regulation, the learning process, and academic achievement. The purpose of the present paper is to investigate the role of Executive Functions within the school environment, with particular emphasis on their relationship with learning, school behavior, and academic success. More specifically, the main components of Executive Functions—working memory, inhibitory control, and cognitive flexibility—are analyzed, along with their contribution to attention management, self-regulation, and the organization of learning activities. Research findings demonstrating the significant relationship between Executive Functions and reading and mathematical achievement, as well as students’ emotional and social adjustment, are presented. In addition, the difficulties experienced by students with Attention-Deficit/Hyperactivity Disorder (ADHD) and specific learning difficulties are examined, as deficits in Executive Functions substantially affect school functioning and academic adaptation. Finally, contemporary educational interventions aimed at strengthening Executive Functions through structured learning environments, metacognitive strategies, and self-regulation practices are discussed. Understanding the role of Executive Functions is considered particularly important for modern inclusive education, as it contributes to the improvement of learning, behavior, and students’ overall academic adjustment.