Self-regulation and executive functions in the classroom: evidence-based strategies to prevent learning and behavioral difficulties

Abstract

Learning and behavioral difficulties in the school context represent a significant challenge for teachers and support professionals due to their impact on academic performance, school coexistence, and students’ participation in activities within the educational environment. Numerous studies have indicated that these difficulties are frequently associated with immaturity in self-regulation processes and in the development of executive functions, which are fundamental cognitive skills for planning, inhibitory control, working memory, and cognitive flexibility. The objective of this study was to analyze the relationship between self-regulation, executive functions, and the pedagogical strategies implemented in the classroom to promote learning and students’ behavioral regulation. To achieve this, a qualitative research approach was employed through a documentary review of scientific literature published between 2021 and 2026 in academic databases related to education, psychology, and health sciences. The results indicate that the explicit teaching of metacognitive strategies, teacher guidance, and the implementation of structured models for reflecting on learning processes promote the progressive development of self-regulation. Likewise, strategies such as the NEMO model were identified as contributing to the strengthening of skills related to planning, task organization, and monitoring of academic performance. In conclusion, promoting self-regulation and executive functions in the classroom constitutes a key preventive strategy for improving academic performance, strengthening socio-emotional competencies, and fostering more active and autonomous student participation in the educational process.