Executive Functions and School Performance in Primary Education: A Systematic Review of the Last Decade (2015–2024)

This systematic review examines the scientific evidence published between 2015 and 2024 on the relationship between executive functions and academic performance in primary school students. From the analysis of 49 studies selected using the criteria of the PRISMA 2020 model, we conclude that executive functions (especially working memory, inhibitory control and cognitive flexibility) are key predictors of school performance, particularly in reading and mathematics. The results reveal that executive functions are not only related to academic performance, but also to students' emotional and social adaptation. These functions affect fundamental skills such as self-regulation, following instructions, problem solving and adaptation to the school context. The efficacy of school-based interventions aimed at strengthening executive functions is widely supported, especially those that combine cognitive tasks, physical activity and emotional education programs, showing sustained benefits in both executive development and academic performance. In addition, contextual factors, such as the family environment, the emotional climate in the classroom and intrinsic motivation, are identified as influencing the development of executive functions. These factors are particularly relevant in socioeconomically disadvantaged contexts, where executive function training may have a compensatory effect.