ABSTRACT Executive functions encompass a range of higher‐level cognitive processes that are crucial for attaining goals and adjusting behaviours. They play a significant role in the early predictions of learning outcomes, academic performance, health, well‐being, economic status and social interactions in life. The preschool years are an important period for the development of executive functions, during which an early intervention can have notably beneficial effects. The primary aim of this narrative review is to enhance our understanding of certain executive function impairments, their developmental trajectories and the underlying risk factors in atypically developing children with neurodevelopmental conditions, such as attention‐deficit/hyperactivity disorder (ADHD) and specific learning disorders (SLDs), as well as to emphasize the applicable clinical implications and identify the areas within the literature that necessitate further investigation and understanding.
Megari et al. (2026) studied this question.