Participation Outcomes Following Interactional Neurodevelopmental Profiling in Mainstream Schools: A Practice-Based Evaluation

Teachers frequently encounter pupils who appear to understand classroom tasks yet struggle to begin work or follow instructions once independent activity begins. Such behaviours are often interpreted as disengagement or lack of motivation. However, research on executive functioning suggests that these patterns may reflect differences in cognitive processes supporting planning, task initiation and organisation. This article examines executive functioning challenges in autistic pupils through analysis of consultation records involving pupils, parents and teachers in mainstream educational settings. Cross-case analysis identified three recurring patterns: difficulty initiating tasks, loss of instructional sequences once independent work began and challenges organising written responses. A descriptive mapping of executive functioning indicators across cases further illustrates the frequency with which particular executive demands appeared across consultations. The findings suggest that pupils often understood the learning task but experienced difficulty translating that understanding into organised action. These patterns are interpreted through executive functioning theory and cognitive load theory, highlighting how classroom task structures may inadvertently create barriers to participation. Implications for practice focus on reducing executive load through explicit initiation cues, visible task sequences and externally supported organisation.