Unlocking Potential Early: How the BRIEF2 Helps Identify Executive Functioning Differences in Students

As students return to classrooms this fall, there is an emerging opportunity to recognize the subtle cognitive challenges that can shape a child’s academic and emotional trajectory. Executive functioning (EF) skills like working memory, task initiation, and emotional regulation are foundational to learning, yet deficits in these areas often go unnoticed until they manifest as behavioral issues or academic struggles.

Research shows that nearly half (49.5%) of adolescents in the U.S. have experienced a mental health disorder at some point in their lives, many of which are intertwined with executive dysfunction. Moreover, children from low-income families, who make up 43% of the U.S. population under 18, are disproportionately affected and under-identified. Early recognition of these differences is critical, not only for academic success but also for long-term well-being.

This is where psychological assessment tools like the Behavior Rating Inventory of Executive Function, Second Edition (BRIEF2) offers a powerful solution. Trusted by 4 out of 5 clinicians for its precision in measuring EF domains, the BRIEF2 is designed to help spot executive functioning challenges early. With its quick administration (just 10 minutes) and seamless digital scoring via PARiConnect, the BRIEF2 empowers schools and districts to make data-driven decisions that support every learner.

This blog explores the importance of identifying executive functioning challenges early, as well as how the BRIEF2 can help support school psychologists and the students they serve.

What is Executive Dysfunction, and Why Does it Matter?

Executive function refers to the mental processes used to set and carry out goals, solve problems, make plans, and manage emotions. Humans use executive functioning skills virtually every day, so much so that they often seem to be second nature. However, some people struggle with these processes, especially those with ADHD or other neurocognitive conditions.

These issues may be referred to as executive dysfunction, which is described as difficulties in the brain’s ability to manage cognitive processes such as:

• Attention control
• Working memory
• Emotional regulation
• Task initiation

These skills are essential for students to follow instructions, stay organized, manage time, and adapt to changing classroom demands. When these functions are impaired, students may struggle academically, socially, and behaviorally.

Students with emotional and behavioral disorders (EBD), for example, consistently score lower on executive function (EF) and academic tasks compared to their peers. A recent study involving 118 middle schoolers found that those with or at risk for EBD had significantly lower EF scores and academic performance. Moreover, perceived stress—whether from family, peers, or school—was directly and negatively related to EF, and indirectly impacted academic outcomes through its effect on EF.

Unaddressed executive dysfunction can lead to far-reaching consequences such as grade failure, school dropout, and potentially incarceration later in life. Even students without formal diagnoses may exhibit executive functioning differences that hinder their success. 

The BRIEF2 Advantage for Early Recognition and Intervention

The most effective way to prevent long-term academic and behavioral challenges associated with executive dysfunction is by recognizing it early and taking action to support struggling students. The BRIEF2 is uniquely positioned to support this goal. Designed for children and adolescents ages five to 18, it offers parent, teacher, and self-report forms that assess nine core domains of executive functioning—including working memory, emotional control, and task initiation.

What sets the BRIEF2 apart is its ability to translate real-world behaviors into actionable insights. A validation study involving over 1,100 kindergarten and first-grade students found that early BRIEF2 assessments correlated strongly with later internalizing and externalizing behaviors, reinforcing its value in early intervention planning. These findings are especially relevant for students that are at risk for emotional and behavioral disorders, who often receive support later than peers with other disabilities.

The BRIEF2 is also backed by normative data from all 50 U.S. states and has demonstrated sensitivity to executive function challenges in key clinical groups, including ADHD and autism spectrum disorders. Its embedded validity scales ensure reliable results, making it a trusted tool in over 1,000 peer-reviewed studies across 60 languages and six continents.

Turning Data into Action for Better Outcomes

Early identification of executive functioning deficits can be transformative—not just for students, but for the entire support ecosystem around them. When EF challenges are recognized early, educators and school psychologists can implement targeted interventions that improve academic performance, classroom behavior, and emotional regulation.

In practice, school psychologists have found the BRIEF2’s intervention recommendations especially valuable. As noted by Dr. Tracy Hed of Sheridan County School District #2, the BRIEF2’s intervention section offers “very practical, specific, and focused” strategies tailored to each EF domain. These include both external accommodations (such as visual schedules, or task chunking) and student-focused interventions like self-monitoring checklists, and goal-setting exercises.

These insights don’t just inform Individualized Education Programs (IEPs) and 504 plans, they also foster collaboration among educators, parents, and mental health professionals. By integrating BRIEF2 results into team reports and sharing them with special education teachers, districts can ensure that interventions are not only data-driven but also actionable and sustainable.

Moreover, the BRIEF2’s digital platform, PARiConnect, enhances accessibility and efficiency. Screening forms can be completed in minutes, and interpretive reports offer clear guidance for next steps. This allows districts to assess more students without overburdening staff—an essential benefit in today’s resource-constrained educational landscape.

Ultimately, early identification through tools like the BRIEF2 leads to better outcomes: improved academic achievement, reduced behavioral incidents, and stronger emotional resilience. It empowers educators to intervene before challenges escalate, giving students the support they need to thrive.

A Smarter Investment in Student Success

As educators and school psychologists prepare for a new academic year, the opportunity to make a meaningful impact begins with early recognition. Executive functioning challenges often hide in plain sight, masked by behavioral issues, academic underperformance, or emotional outbursts. But with the right tools, these challenges can be identified early, addressed effectively, and transformed into strengths.

The BRIEF2 offers a research-backed, clinician-trusted solution for uncovering executive dysfunction in students before it disrupts learning. Its quick administration, digital accessibility via PARiConnect, and actionable insights make it an ideal choice for districts committed to equity, efficiency, and student success.

By investing in executive function assessments now, schools can empower teachers, engage parents, and support students with the interventions they need to thrive. The outcomes—improved academic achievement, stronger emotional regulation, and more inclusive learning environments—are too important to delay.

Let this school year be the one where executive functioning differences are not just recognized, but respected and supported. The BRIEF2 is ready to help you lead the way.