ATLAS Training

Differences in executive function don’t reflect intelligence, motivation or character - they are merely differences in how one manages everyday life.

In the last blog of a multi-part series, we explore the differences of executive functions in neurodivergent children and young people, and how we can look beyond their behaviours to determine what might be making tasks difficult.

Read the full blog to discover more and learn simple tips you can use at home:
https://atlastraining.ie/2026/09/17/executive-functions-through-a-different-lens-understanding-neurodivergent-children-and-young-people/

Executive functioning isn't just about passing exams. It is about preparing young people to participate confidently in adult life.

In the eighth blog of a multi-part series, we explore executive functions during adolescent years (13-18), why mistakes are an important part of learning, and how occupational therapists help teenagers prepare for the transition into adulthood.

Read the full blog to discover more and learn simple tips you can use at home:
https://atlastraining.ie/2026/09/10/growing-executive-functions-in-adolescence-13-18-years-why-teenagers-still-need-us-more-than-they-let-on-part-2/

Executive functions don’t develop overnight—and neither does the teenage brain.

In the seventh blog of a multi-part series, we explore the added complexities of executive functions during adolescent years (13-18) and how everyday occupations continue to shape executive functions through adolescence to adulthood.

Read the full blog to discover more and learn simple tips you can use at home:
https://atlastraining.ie/2026/09/07/growing-executive-functions-in-adolescence-13-18-years-why-teenagers-still-need-us-more-than-they-let-on-part-1/

Independence doesn't happen overnight, it's built through participation and opportunities to grow.

In the sixth blog of a multi-part series, we explore how you can help nurture executive functioning skills for children during middle childhood years (8-12), independence, and when you should consider seeking additional support.

Read the full blog to discover more and learn simple tips you can use at home:
https://atlastraining.ie/2026/08/27/growing-executive-functions-in-middle-childhood-8-12-years-part-2/

Why is it that a child may be able to easily organise things like their Legos, but still needs constant reminders to start and continue homework, or takes ages to find their shoes every morning?

In the fifth blog of a multi-part series, we explore how executive functions develop during middle to late school years (8-12). We also explore strategies you can use to help improve their planning skills and motivation for tasks.

Read the full blog to discover more and learn simple tips you can use at home:
https://atlastraining.ie/2026/08/24/growing-executive-functions-in-middle-childhood-8-12-years-building-independence-one-everyday-occupation-at-a-time/

Why is it hard for children to organise themselves and start their homework by themselves? What can you do to help?

In the fourth blog of a multi-part series, we explore organisation and task initiation for children during early school years (5-8) and what you can do to motivate them to start tasks on their own. We also explore everyday family routines that can help to develop a child's executive functions.

Read the full blog to discover more and learn simple tips you can use at home:
https://atlastraining.ie/2026/08/17/growing-executive-functions-in-the-early-school-years-5-8-years-why-homework-isnt-the-whole-story-part-2/

Starting school changes everything... for children and parents.

In the third blog of a multi-part series, we explore executive functions and how they develop during early school years (5-8), as well as the demands placed on children throughout the school day. We also give tips on how you can regulate your child and help develop their planning skills.

Read the full blog to discover more and learn simple tips you can use at home:
https://atlastraining.ie/2026/08/13/growing-executive-functions-in-the-early-school-years-5-8-years-why-homework-isnt-the-whole-story/

Why do children become deeply upset about changes to plans during the day, or burst into tears when you've cut their sandwich into squares instead of triangles?

In the second blog of a multi-part series, we explore the third building block of some of the most important skills a person can develop in their early stages of life (Years 0-5); cognitive flexibility.

We explain what cognitive flexibilty is and how it's used in everyday life. We also explore how executive functions grow through everyday activities, such as dressing and playing, and what you can do to support their development.

Read the full blog to discover more and learn simple tips you can use at home:
https://atlastraining.ie/2026/08/10/executive-functions-start-before-school-building-the-foundations-in-toddlers-and-preschoolers-0-5-years-2/

Your toddler is already building executive functions... even if it doesn't look like it.

In the first blog of a multi-part series, we explore the first two building blocks of some of the most important skills a person can develop in their early stages of life (Years 0-5); working memory and inhibitory control.

We talk about what they are, why they matter, and give advice on what you can do to support their development in these areas.

Read the full blog to discover more and learn simple tips you can use at home:
https://atlastraining.ie/2026/08/07/executive-functions-start-before-school-building-the-foundations-in-toddlers-and-preschoolers-0-5-years/

Many children know they should "take a deep breath" or "use their calming strategies"... but what happens when their nervous system is too overwhelmed to actually do it?

For many autistic children, regulation isn't something they learn by talking about—it’s something they learn by experiencing.

In our latest blog, we explore why hands-on, sensory-based regulation strategies are often far more effective than simply telling children to calm down. We also share practical, low-cost activities that help children build their own personalised regulation toolkit, from breathing squares and calm bracelets to movement cards and sensory keyrings.

When we shift our focus from correcting behaviour to supporting the nervous system, we give children the tools they need to succeed.

Read the full blog to discover simple ideas you can use at home, in school, or in therapy:
http://atlastraining.ie/2026/07/31/why-talking-about-emotional-regulation-isnt-always-enough-practical-hands-on-ideas-for-autistic-children/