Unleashing children’s potential: An evidence-based narrative review of strategies to enhance cognitive function and intelligence in school-age children

Table 9 Executive function domains, training approaches, outcomes, evidence strength, and implementation contexts

Executive function domain	Training approach	Observed outcomes	Strength of evidence	Clinical implementation	Educational implementation
Working memory	Computerized training programs; curriculum-embedded memory scaffolding; adaptive rehearsal tasks	Reliable improvements in trained and closely related working memory tasks (near transfer); inconsistent effects on reading, mathematics, and global academic achievement (far transfer)	Moderate for near transfer. Low-moderate for far transfer	Individualized or small-group cognitive training (e.g., attention-deficit/hyperactivity disorder, learning disorders)	Classroom scaffolding and curriculum-integrated strategies preferred
Inhibitory control	Classroom-based self-regulation curricula; rule-based games; mindfulness-informed practices; behavioral self-monitoring	Improved attention regulation, classroom behavior, and task persistence; modest gains in early academic skills	Moderate for behavioral outcomes. Low-moderate for academic transfer	Behavioral therapy and emotion regulation programs	Whole-class social-emotional learning and self-regulation curricula
Cognitive flexibility	Problem-based learning; task-switching activities; metacognitive reflection; exposure to novelty and ambiguity	Enhanced adaptive strategy use and task switching; limited direct academic transfer	Low-moderate, limited randomized controlled trials	Cognitive remediation, executive coaching	Inquiry-based and project-based learning
Multi-component EF training	Integrated curricula targeting multiple EF domains within academic content; teacher-guided scaffolding; enriched learning environments	Broader, more durable EF gains; improved engagement and selected academic outcomes	Moderate-high, strongest for embedded interventions	Adjunctive support for at-risk children	Preferred universal or targeted school-based approach
Play-based EF interventions (early childhood)	Structured play, pretend play, and social interaction-based EF challenges	Improved self-regulation, social cognition, and learning readiness	Moderate, strongest in preschool years	Developmental therapy settings	Early childhood and preschool curricula

Across domains, interventions embedded within meaningful educational and social contexts consistently outperform isolated cognitive training in producing far-transfer effects. Evidence strength increases when outcomes include behavioral, classroom-based, and longitudinal measures rather than task-specific cognitive tests alone. EF: Executive function.