Executive functions and adverse childhood experiences (ACEs)

Executive functions (EF) are a set of mental skills we use to think, plan, remember, control our emotions, and behave flexibly. These abilities are coordinated by the prefrontal cortex of the brain and help us adapt to our surroundings, make decisions, solve problems, and manage our behavior.

The main executive functions include:

• Working memory: keeping important information in mind for a few seconds and using it (like remembering instructions).

• Thinking before acting: stopping to reflect instead of reacting impulsively.

• Adjusting to change: switching strategies when something isn’t working.

• Focusing attention: concentrating on what matters and ignoring distractions.

• Managing emotions: staying calm and not overreacting to frustration, fear, or sadness.

• Relating to others: interacting with people in respectful and thoughtful ways.

These skills are essential not only for school or work success, but also for mental health and emotional wellbeing throughout life.

How are ACEs connected to executive functions?

People who went through adversity in childhood, especially abuse or neglect, are more likely to struggle with executive functioning later in life. Some key findings include:

• The more ACEs a person experienced, the more likely they are to have problems with memory, attention, emotional control, or thinking before acting.

• Abuse has been linked to difficulty remembering information while doing a task and trouble adjusting when plans don’t work.

• Neglect is more often linked to trouble staying calm and in control during emotional situations.

• When all types of adversity are grouped together in research, the specific impact of neglect is sometimes overlooked, even though it can be just as harmful.

  Are the effects always negative?

  Not always. Some people develop strengths in response to adversity. For example, those who grew up in dangerous or unstable environments may become more alert to threats or better at making quick decisions. This idea is supported by the “Hidden Talents” theory, which suggests that harsh environments can lead to the development of certain useful skills—especially ones that help people survive in risky situations.

  Why is the relationship so complex?

  The connection between ACEs and executive functions is not straightforward. Many other factors shape how these skills develop, including:

  • Genetics (some people naturally have stronger or weaker EF)

  • Prenatal conditions (things that happen during pregnancy)

  • Parenting and home life (whether the environment is loving, chaotic, or unstable)

  • Parental behavior (parents with executive functioning problems may unintentionally create stressful environments for their children)

  Sometimes, difficulties with executive functions are passed from one generation to the next. A helpful way to understand this is the diathesis-stress model, which says that someone with already weak executive skills is more vulnerable to mental health problems if they also experience early adversity.

  What can be done?

  The good news is that executive functions can be improved, especially if support starts early. Evidence-based strategies include:

  • Attachment-based programs that help children feel safe, understood, and supported by caregivers

  • Games and activities that build memory, self-control, focus, and problem-solving

  • Psychological therapy, such as cognitive-behavioral therapy (CBT), which not only helps with emotions but also improves planning, decision-making, and attention

  • Family and school support that teaches practical strategies like how to organize, calm down, or stay on task