Building Adult Capacity to Support Executive Functioning: A Universal Design for Learning Approach — A Literature Review

Abstract

This literature review examines how Universal Design for Learning (UDL) can inform capacity-building initiatives that strengthen adults’ understanding of executive functioning (EF) in neurodiverse populations. Drawing from current research in neuroscience, education, and adult learning, the paper explores EF development across the lifespan and its connection to well-being, mental health, and academic success. The review identifies four key stakeholder groups—neurodiverse adults, parents, educators, and pre-service teachers—and synthesizes strategies that foster reflection, self-regulation, and skill transfer within each. Integrating UDL principles with evidence-based adult learning and community engagement frameworks, such as Communities of Practice (CoPs), provides an inclusive model for developing EF capacity across diverse learners. This synthesis offers a foundation for an ongoing three-year study Building Capacity for Executive Functioning Support in Neurodiverse Communities and highlights opportunities to translate research into accessible, strengths-based practice.

Keywords: executive functioning, neurodiversity, Universal Design for Learning, adult education, capacity building, community of practice