Studying Biology with Executive Disfunction
- Deanna Josephson
- Oct 27
- 8 min read
Introduction
Studying for high-level science courses like AP Biology or IB Biology HL can be demanding: large volumes of content, heavy conceptual depth, lots of memorization and application. When you add executive dysfunction into the mix (difficulty with planning, organizing, initiating, shifting attention, working memory) the challenge feels amplified. Executive function (EF) skills include working memory, cognitive flexibility, inhibition, planning, organizing, self-monitoring. Executive dysfunction means these skills are impaired — which means tasks like “start studying early,” “keep track of which topic I did when,” “switch from one topic to another without getting stuck,” become real bottlenecks. This post pulls from recent research on EF and learning + specific strategies for studying biology to outline an approach tailored for students with executive dysfunction tackling AP/IB Biology.
Why executive dysfunction particularly impacts biology courses
1. Volume + complexity of material
Biology at the AP or IB level involves many interlocking topics (cell biology, genetics, ecology, physiology, etc) and lots of terminology, diagrams, processes. For example the IB Biology curriculum emphasizes linking across themes.
2. Need for active learning and self-direction
You’re expected not just to memorize facts but to apply, analyze, evaluate — e.g., describing a process, interpreting data, switching between micro (molecular) and macro (ecology) levels of biology. This places high demand on working memory, cognitive flexibility, planning (which parts to study when), and self-monitoring (checking if you really understand).
3. Executive function research shows strong links with academic performance
Research shows that deficits in working memory, planning/organizing etc. correlate with poorer academic outcomes. Also, improving EF (or compensating for its deficits) may help learning. Therefore a study plan that takes executive dysfunction into account can reduce friction and improve outcomes.
Research-backed learning strategies that work for biology
Here are evidence-based learning strategies (from cognitive science) that are especially relevant for biology. Many of them also help when you have executive dysfunction because they build structure, reduce reliance on ad-hoc planning, and embed repetition and retrieval.
Spaced practice (distributed practice)
Rather than cramming one large session, spread study out over time. Research shows that spacing improves long-term retention. For biology this might mean revisiting a topic (say cellular respiration) multiple times over days/weeks rather than “learn it once” and move on.
Retrieval practice (active recall)
Instead of just re-reading notes, test yourself: recall from memory, answer questions, draw diagrams without looking. Research shows this improves retention more than passive review. In biology context: cover your notes and explain a diagram out loud, make flashcards with questions rather than definitions, teach a concept to someone else.
Interleaving / mixing topics
Rather than studying Topic A fully, then Topic B fully, it helps to alternate between topics (A, B, A, B) so that your brain has to “switch” and compare, which builds robust learning. In biology: you might alternate between genetics and ecology sessions rather than completing one then the other.
Dual-coding & Visuals
Using both verbal/written representations and visual (diagrams, flowcharts) helps learning especially for biology which is highly visual. Example: draw a flowchart of the Krebs cycle and describe each step in words.
Metacognition / monitoring your own understanding
Being aware of what you know vs don’t know, and adjusting your strategy accordingly, is critical. Research emphasizes improving learners’ ability to regulate their own learning. For biology: after a study session, ask yourself: “Can I explain this concept without looking? Which parts feel shaky? What question might exam ask?”
Tailoring those strategies for executive dysfunction
When executive dysfunction is present, extra scaffolding and structure help. Here are concrete techniques geared toward biology study in AP/IB contexts:
Break tasks into small, manageable chunks
Rather than “study chapter 5 (50 pages) tonight,” do: “Study section 5.1 (10 pages) for 20 min, then take a 5-minute break.” Setting timer helps. Structure: Use a checklist of sub-topics (e.g., 5.1, 5.2, …) rather than “Chapter 5.” This reduces planning load.
Use consistent daily routines
Establish a regular study time (even 20-30 minutes) for biology each day or most days. For EF challenges, routines reduce “what to do next” friction. Example: 4 pm–4 pm 30 every weekday: flashcards/recall for biology. Then 10-minute review of yesterday’s material.
Use external planners and visual schedules
Write down what topic you will cover when. Use calendar, sticky notes, color-coding. Visual cues can help overcome planning deficits. For example: Monday – “Flashcards genetics,” Wednesday – “Quiz past paper on cell biology,” Friday – “Draw process diagrams” etc.
Use timers / the Pomodoro technique
Set a timer (e.g., 25 minutes study, 5 minutes break). Using a timer can help with initiation (getting started) and with staying on‐task rather than drifting. After each session mark your progress (tick off item) so you see visual evidence of completion, this can build momentum.
Use retrieval practice with modest stakes
Because working memory/inhibition may be weaker, design study sessions to include mini‐quizzes, drawing diagrams, explaining aloud. The goal isn’t perfection but effortful retrieval which drives learning. For biology: make flashcards with “Explain the differences between mitosis and meiosis”, “Draw and label the nephron”, etc. Use them every few days (spacing).And combine with spaced practice: revisit each flashcard or topic after intervals (e.g., day 1 → day 4 → day 8) rather than continuously in one block.
Use scaffolds and visuals
Since biology has many processes and diagrams, use visual flowcharts, concept maps, and color-coding. This reduces load on working memory (you don’t have to hold everything in your head).For example: draw a big concept map linking photosynthesis → cellular respiration → ATP production → ecology energy flow. Use arrows, colors. Then test yourself to recreate it.
Build in transitions and switching tasks
Executive dysfunction often means difficulty switching between tasks/topics. To help, schedule short “transition” periods when you switch topics, and use a signal (timer beep, brief walk).For example: study genetics for 20 min, then get up, walk for 2 minutes, then sit and study ecology for 20 min. The transition helps the brain reset.
Reduce distractions and provide structure
Minimize extraneous distractions: turn off notifications, work in a dedicated space if possible, or use headphones/white noise. Structuring the environment helps reduce load on inhibitory control. Use checklists: at start of session you write: “Do flashcards 10 min → draw diagram 10 min → review notes 5 min.” Having the plan visible reduces decision load.
Prioritize weaker areas
Because EF deficits make it harder to manage everything equally, focus your time where it will yield best return. For biology: identify which topics you struggle with (via past test/quizzes). Allocate extra short sessions to those. From IB/other guides: spending more time on weaker topics rather than equal time on all. Make that explicit in your schedule: Monday – weak topic A; Tuesday – weak topic B; Wednesday – prior topic review.
Use variety and keep it engaging
Monotony can make initiation harder. Use mixed modalities: flashcards, drawing, watching short video, doing a past-paper question, teaching someone. Alternating modalities keeps energy up and supports dual-coding. E.g., after flashcards, spend 5 min drawing a process, then 5 min explain it aloud.
Embedded reviews and retrieval across time
Because memory decays (and EF means you may be more prone to forgetting if you rely only on cramming), build in reviews of older material. Use spaced retrieval across longer spans (e.g., revisit year 1 topics in year 2).For biology: set a “review day” every two weeks where you pick 2-3 old topics and do retrieval/flashcards.
Self-monitor and adjust
At the end of each week, take 5 minutes to reflect: What worked? What didn’t? What topics are still fuzzy? Where did I procrastinate or get stuck? Make small adjustments: maybe shorten session length, change environment, modify topic order. This metacognitive step helps compensate for the planning/monitoring deficits in executive dysfunction.
Manage self-care and stress
Research shows stress impairs executive functions (attention, working memory) so managing stress is doubly important when you have EF challenges. Ensure enough sleep, take breaks, allow downtime. Biological study sessions may be long, but you’ll be more effective if your brain’s executive systems are not overloaded. Mindfulness practices, movement/exercise, short walks, these help. Some research suggests mindfulness/intervention improves EF.
A Sample Weekly Study Plan for Biology (with EF-friendly structure)
Here’s a sketch you can adapt for a typical 5-day study window (adjust to your timetable). Each session is about 25–30 minutes (compatible with EF constraints) plus breaks.
Keep a visual checklist chart for each day, mark off completed tasks. This gives a sense of progress and reduces “where to start?” hesitation.
How to adapt for AP vs IB Biology
For AP Biology: focus on the AP Biology course framework (big ideas, enduring understandings) and frequent practice with multiple-choice & free response questions. Use retrieval practice especially for the terminology, processes, and experiment/data interpretation.
For IB Biology HL (or SL): breadth is large and depth (especially HL) is greater. The IA (internal assessment) adds a practical research component. So besides content study, integrate time to plan the IA early (so it doesn’t become last-minute planning overload). Many IB guides stress starting early and revisiting topics repeatedly. TutorsPlus+1
For both: ensure you use past papers or practice questions under timed conditions. Set retrieval sessions that mimic exam conditions (e.g., select a question, set a timer, then review).
Especially with EF challenges: for IB’s IA, break down the project into many small tasks (choose topic → refine question → design method → collect data → analyze → write up). Use checklists and calendar reminders for each small task.
Key Reminders & Motivation Tips
Progress is incremental. With executive dysfunction you may feel slower, but structure + consistency matter more than intensity.
Aim for consistency over cramming. It’s more effective to do shorter sessions many times than long marathon sessions.
Keep visible reminders of your progress (checklists, crossed-off tasks, flashcard decks). These reduce cognitive load of remembering what you’ve done.
Celebrate small wins: finishing a diagram, getting a past-paper question right, beating a timer. This builds positive momentum.
Use peer or teacher support: join a study group, or find a “study buddy” who helps keep you accountable (the external structure helps offset internal planning/monitoring challenges).
Be kind to yourself: executive dysfunction is not a reflection of intelligence or worth. It’s a difference in how your brain organizes tasks. Using the right scaffold and strategies can make a big difference.
Maintain self-care routines: sleep, exercise, breaks, nutrition. These support executive functioning which underpins all your studying.
Conclusion
Studying for AP or IB Biology is challenging for any student. When executive dysfunction comes into play, the challenge is greater—but by using structured, research-driven strategies, the task becomes more manageable. By breaking tasks into small chunks, using predictable routines, embedding retrieval and spaced practice, alternating topics (interleaving), using visual aids, building in transitions, and monitoring your own progress, you can create a study system that compensates for planning, organization and initiation difficulties. Ultimately it’s about learning how you learn best, scaffolding the process so your executive systems aren’t over-taxed, and staying consistent. With time, the habits build, the diagrams stick, the processes become internalized, and you move from “just trying to keep up” to “ mastering content with confidence.”
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