Enhancing Teacher Awareness of CVI for Improved Support

Importance of Executive Cognition in Academic Success

Executive cognition encompasses a range of cognitive processes that are crucial for academic success, including planning, problem-solving, and self-regulation. These abilities are particularly important for university students, who must navigate complex academic and social environments. Research indicates that strong executive function skills are linked to better academic outcomes, as they enable students to manage their time effectively, prioritize tasks, and adapt to new information.

However, deficits in executive functioning can impede academic performance and overall well-being. For instance, students with poor executive function may struggle with time management and organization, leading to procrastination and increased stress levels. A study highlighted that executive dysfunction in university students is associated with difficulties in adjusting to the demands of higher education (Fraiwan et al., 2025).

Table 1: Key Components of Executive Cognition

Factors Impacting Executive Cognitive Dysfunction in Students

Several lifestyle and environmental factors can contribute to executive cognitive dysfunction in students. Research indicates that excessive screen time, particularly on social media, is correlated with poor executive functioning. For example, students who spend more time on electronic devices tend to show diminished attention spans and impaired decision-making abilities (Fraiwan et al., 2025). Moreover, poor dietary habits, such as frequent consumption of fast food, negatively affect cognitive processes by altering brain structure and function.

Other significant factors include family dynamics, socioeconomic status, and mental health. Studies show that children from low-income families often face greater stressors, which can impede the development of executive functions. Additionally, having a strong family support system has been linked to better executive functioning, as emotional support fosters resilience and cognitive control (Fraiwan et al., 2025).

Table 2: Factors Associated with Executive Cognitive Dysfunction

Evaluating Teacher Awareness of Cerebral Visual Impairment

A significant challenge in addressing the needs of students with CVI is the lack of awareness among educators. A recent study indicated that 72% of teachers had never heard of CVI, with awareness particularly low among mainstream teachers (Jayasinghe et al., 2025). This lack of knowledge can lead to misinterpretations of students’ behaviors, which may be seen as disengagement rather than indicators of unmet needs. Teachers reported inconsistent use of practices that support children with CVI, such as reducing classroom clutter and simplifying visual content on screens.

Table 3: Teacher Awareness of CVI by School Type

Effective Educational Resources for CVI Awareness

To enhance understanding of CVI among educators, various educational resources can be employed. A recent pilot study compared the effectiveness of two media formats—a video simulation and a text-based resource. Both formats significantly increased teachers’ willingness to implement changes in their classrooms (Jayasinghe et al., 2025). The text format yielded slightly larger shifts in awareness, but the video also proved to be engaging and effective.

Table 4: Impact of Media on Teacher Awareness

Strategies for Implementing Changes in Classroom Practices

Improving classroom practices for children with CVI requires a multi-faceted approach. Educators can implement small adaptations, such as reducing visual distractions and maintaining consistent classroom layouts. Providing teachers with concise, bite-sized learning resources can aid in raising awareness and encouraging evidence-based adaptations without overwhelming them with additional responsibilities.

Moreover, ongoing training and support are critical in reinforcing the importance of inclusive practices. Engaging teachers in discussions about the challenges faced by students with CVI can foster empathy and drive commitment to implement supportive strategies in their classrooms.

Table 5: Suggested Changes for Supporting Children with CVI

FAQ

What is CVI?

Cerebral Visual Impairment (CVI) is a brain-based visual impairment that affects how the brain processes visual information, leading to difficulties in seeing despite having normal eye health.

Why is awareness of CVI important for teachers?

Increased awareness of CVI helps teachers identify and support students who may be struggling due to unrecognized visual processing difficulties, leading to better academic outcomes.

How can teachers support students with CVI?

Teachers can implement simple strategies such as reducing visual clutter, using clear and consistent visual materials, and providing additional time for tasks to support students with CVI effectively.

What resources are available for educators to learn about CVI?

Educational resources such as video simulations and text-based materials can help teachers gain insights into CVI and its impact, enhancing their ability to support affected students.

References

1. Fraiwan, M., Almomani, F., Hammouri, H., & Ravenscroft, J. (2025). Prevalence and contributing factors of executive cognitive dysfunction symptoms in university students. PLOS ONE. https://doi.org/10.1371/journal.pone.0323783

2. Jayasinghe, A., St Clair, T., Ravenscroft, J., & Blaikie, A. (2025). The CLASS (Cerebral visual impairment Learning and Awareness for School Staff) Pilot Study: An evaluation of the awareness of CVI amongst teachers and comparative evaluation of two different educational resources on understanding. PLOS ONE. https://doi.org/10.1371/journal.pone.0324914