Dr Emma Sumner, Senior Lecturer in Education at Liverpool John Moores University, highlighted cognitive challenges students face in writing, including planning, organizing, and reviewing work. She emphasized the growing importance of executive functions as writing tasks become more complex, particularly in exam settings. Sumner called for further research into which executive functions matter most as students become proficient writers, and how they can develop self-review skills amid increasing AI assistance.
Abby Osborne, Curriculum and Academic Development Lead at the University of Bath, linked self-management directly to student wellbeing. She advocated introducing this connection early in a student’s education rather than treating it as an add-on later. Osborne proposed replacing “wellbeing” with “well-doing,” arguing that managing executive functioning and self-management in the classroom supports wellbeing through everyday learning actions.
“We train students to be able to do that in a range of contexts and that becomes a key element of lifelong learning,” Osborne said. She noted that well-doing strategies promote inclusive learning environments, enabling students to make their own learning adjustments.
Steven Howard, Professor at the University of Oxford, connected self-regulation to digital engagement, addressing public debates about children’s screen time and social media use. Rather than focusing solely on bans or regulation, he emphasized teaching children self-regulation. Howard argued that critical digital and media literacy skills are essential for cultivating safe, self-regulated users of technology.
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