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Portrait of a Learner 9-12

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Portrait of a Learner 9-12 > Factors > Inhibition

Inhibition

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Factor Connections

Hover to see how factors connect to Inhibition. Then click connected factors to explore strategies related to multiple factors.

Inhibition, a component of executive functioning, sometimes called inhibitory control, is the cognitive ability to suppress Attention to irrelevant input and to focus on pertinent stimuli or information. Inhibition is essential for Self-Regulation, enabling students to regulate their thoughts and actions which can support perseverance. Students with ADHD may exhibit difficulty in following classroom behavior expectations and routines even if they have increased Attention due to ongoing differences in the patterns of brain development in areas responsible for inhibitory control. Inhibitory control can support learners' social skills and Collaboration, likely through conflict resolution, along with Creativity, problem solving, and learning by supporting the ability to focus on relevant information and goals and use effective strategies.

Main Ideas

Inhibition develops through adolescence and into early adulthood with maturational brain development, along with the development of other executive functions, but becomes more distinct during adolescence. Inhibition can occur at the behavioral level, where responses are controlled, or the cognitive level, where Attention is focused on relevant information. However, it can be difficult to tease these apart since cognitive Inhibition promotes behavioral Inhibition.

Inhibition, like all executive functions, is susceptible to environmental influences including excessive screen time, or stressors such as Adverse Experiences, which can interfere with development and processing, and may cause academic and behavioral difficulties if not supported. Some students, including those with ADHD or learning disabilities such as dyslexia and dyscalculia, may show differences in using inhibitory control to support their focus and learning, due to differences in brain structure.

Learn More

  • Executive Function: A microcredential to support students' executive functioning skills
  • Inhibition: A microcredential to identify and support students' inhibition

View Measures and References

Research-Based Strategies For This Factor

Creating Visual Representations

Creating visual representations such as drawings, diagrams, graphs, and concept maps, whether student or teacher-generated, can help students process abstract concepts, enhancing understanding and retention of information.

Drawing

Encouraging learners to draw as a form of synthesizing key concepts and to explain their drawings in the classroom, can support the development of Core Academic Literacies, especially when solving complex problems across content areas.

Explaining Their Thinking

Students explaining their thinking during learning is a metacognitive process that involves actively self-questioning or being questioned while exploring new concepts, and explaining thoughts and reasoning in response.

Games

Games support learning, as learners engage with new information in fun and informal ways.

Gallery Walk

Gallery walks are ways of showcasing content and materials as multiple “exhibitions” for students to view and interact with as part of larger learning goals.

Cooperative Problem Solving

As learners work together to solve problems, they learn new strategies and practice Communication skills as they express their academic thinking.

Think-Alouds

Incorporating think-alouds, or verbalizing thinking while reading or working through a new concept, can be a powerful way to help learners explore disciplinary texts, learn new skills, and retain content.

Multimodal Teaching & Learning

Multimodal teaching and learning provide opportunities for students to engage with the same content through different sensory modalities, such as visual, auditory and tactile.

Goal Setting & Monitoring

Goal-setting and monitoring involves teachers working with students to set individualized academic or behavioral goals, plan actions to achieve those goals, and track progress.

Positive Self-talk

When students are able to encourage themselves through kind and motivating self-statements, they are practicing positive self-talk.

Gestures

Using motions to explain new concepts or ideas supports the ability to process new information and to convey thinking and conceptual understanding.

Music & Dance

Music and dance supports learners in a myriad of ways, including supporting their engagement and motivation, connecting with cultural background, and offering structure during play.

Brief Instruction Steps

Providing instructional steps clearly and concisely can help learners understand classroom expectations, reduce cognitive load, and complete tasks more efficiently.

Discussing Emotions

Discussing emotions with students consists of supporting their ability to identify, label, and manage their feelings.

Retrieval Practice

Retrieval practice requires students to access information, or get information “out” from Long-term memory in order to support better retention and understanding.

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