Executive functioning (EF) is key to students’ school and lifelong success and reflects both genetic predisposition and sensitivity to negative and positive experiences. Yet there is less available literature investigating the relationship between typical experiences within school environments and student EF development. This is unfortunate, as school environments are potentially more malleable than home- or community-based factors. Thus, the purpose of this article is to present a systematic review of the literature from 2000 to 2017 to understand how school-, classroom-, and dyadic-level (teacher–student and peer–student) experiences relate to student EF development. Across 20 studies, we found that classroom emotional support and teacher–student conflict were the most consistent predictors of student EF development, with emerging support for school-level and peer-level variables. We discuss findings in relation to school-based inhibitors and facilitators of student EF and provide implications for education research and practice.

中文翻译：

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学校、课堂和二元级体验：关于它们与学生执行功能发展关系的文献综述

执行功能 (EF) 是学生在学校和终身成功的关键，它反映了遗传倾向和对消极和积极经历的敏感性。然而，研究学校环境中典型经历与学生 EF 发展之间关系的文献较少。这是不幸的，因为学校环境可能比基于家庭或社区的因素更具可塑性。因此，本文的目的是对 2000 年至 2017 年的文献进行系统回顾，以了解学校、课堂和二元层面（教师-学生和同伴-学生）的经验与学生 EF 发展之间的关系。在 20 项研究中，我们发现课堂情感支持和师生冲突是学生 EF 发展最一致的预测因素，随着对学校和同龄人变量的新支持。我们讨论了与学生 EF 的基于学校的抑制剂和促进剂有关的发现，并为教育研究和实践提供了启示。