“I Don’t Even Know Where to Look Anymore”: Executive Function and Digital Organization
That quote didn’t come from a kindergartener. It came from a bright, articulate middle schooler who had already tried his best to navigate three different class portals before giving up.
We were sitting together, trying to figure out what assignments he had for the afternoon. I told him to log into his science class first.
He clicked into the portal, then into a folder labeled “Unit 4.”
Then inside that was a folder labeled “Week 3.”
Then inside that was another folder called “Assignments.”
Then… silence.
He scrolled. Looked confused.
I asked, “Do you know which one is for today?”
He shrugged. “I think it’s the one with today’s date?”
It took us several minutes just to confirm one assignment.
Then we opened his history class. This time, the newest assignment was posted right on the homepage. Easy to find—but there were no dates. And it wasn’t clear whether it was for today or last week.
Finally, we clicked into English.
Everything was listed in one endless scroll, like a social media feed.
No folders. No sections. Just post after post.
The most recent assignment? At the bottom.
That’s when he let out a deep sigh, dropped his head into his hands, and said quietly:
“I don’t even know where to look anymore.”
This Wasn’t a Motivation Problem. It Was Executive Function Overload.
We often expect students to navigate digital spaces independently—especially older students. But digital organization doesn’t come naturally to everyone.
In fact, it’s not just one skill.
It’s the combination of several higher-level executive functions working together:
🧠 Working Memory
To remember the structure of each teacher’s system.
🌀 Cognitive Flexibility
To switch between platforms and formats.
⏳ Time Management
To set aside time to check and organize digital materials.
🌡️ Emotional Regulation
To manage frustration when it all becomes too much.
And if even one of these is shaky, digital chaos sets in quickly.
So we paused.
We pulled out a notebook.
And we started drawing.
Together, we created a map of each class—where to click, what to expect, and how to decode each teacher’s style.
Because when your brain can’t hold it all at once, you need something that can hold it for you.
What Can Educators and Coaches Do?
If you’re a classroom teacher:
Use consistent folder names and a predictable format.
Post assignments in the same location each week.
Label everything clearly with dates and subjects.
Avoid overly nested folders or scattered platforms.
If you’re a coach or tutor:
Help students create a custom system they understand.
Use visuals or maps to show where to look and when.
Practice digital routines and use tools like bookmarks, naming conventions, or “today’s list” check-ins.
And One More Thing—Let’s Look at Ourselves
As adults, we model digital organization whether we realize it or not.
Students notice when our systems are inconsistent, confusing, or hard to navigate. And when every class looks different, it becomes a maze.
💡 Ask yourself:
How many clicks does it take to find the important stuff?
Does your digital layout make sense to your students—not just to you?
What’s one small change you could make to support student brains?
Let’s show our students what clarity looks like—so they can begin to build it for themselves
