In my work with educators, I constantly hear that “these kids can’t do anything on their own,” or, “I have to hold their hands through everything.” This sentiment of declining student self-sufficiency is growing more common. While I’ve heard it for years from high school teachers and college professors, I was floored when a kindergarten teacher recently shared that her current class was the least independent group she’d ever had.

This isn’t just an academic issue. I hear the same concerns from corporate leaders about new hires and young professionals under 25. The challenge is so pronounced that some companies are hesitant to hire Gen Z employees, citing a need for constant supervision.

The decline in independence is linked to many factors, including the pandemic, increased screen time, using AI as a substitute for problem-solving, and shifts in parenting styles.

I’m not interested in placing blame. We are where we are. My focus is on moving forward and helping create a generation of independent young adults who feel confident tackling problems in school and in the world.

Independence rises when executive function (planning, prioritizing, working memory, attention) is taught, not assumed.

The Missing Link

Few educators or business leaders have connected this decrease in independence to underdeveloped executive function skills. Executive functions are the foundational mental skills required for independence, allowing us to plan, focus, remember instructions, and successfully manage multiple tasks without oversight.

A core reason for the decline in self-sufficiency is that these skills haven’t been developed as they have in previous generations.

Decoding the Complaints

Once you see the connection to executive functions, you can start to decode what’s really being said. What sounds like a simple complaint is actually a specific skill gap.

When a teacher says:

“They need me to walk them through every single step.”

They are actually saying: “They struggle with starting tasks and planning.”

“They can’t follow multi-step directions.”

They are actually saying: “They struggle with working memory and prioritizing.”

“They wait for me to start them.”

They are actually saying: “They struggle with procrastination and breaking tasks down.”

When a CEO/Manager says:

“They can’t manage their deadlines and their work is unfocused.”

They are actually saying: “They have difficulty with time management, prioritization, and maintaining attention.”

“They miss deadlines.”

They are actually saying: “They struggle with planning and time estimation.”

“They ask for the answer instead of trying.”

They are actually saying: “They struggle with a problem-solving process and emotional tolerance for ambiguity.”

Concrete Strategies for Educators

We can actively build these skills in the classroom. Here are several places to start to develop more self-sufficient learners:

Model Your Thinking Out Loud (“I Do”). Narrate your planning and problem-solving process. This makes the invisible act of thinking visible and gives students a clear example to imitate.

Scaffold Toward Independence (“We Do”). First, provide checklists for large assignments. Then, quickly transition to having students break down tasks and create their own plans to build their organizational muscles.

Teach Problem-Solving Explicitly (“You Do”). Post a simple “What to Do When You’re Stuck” guide with steps to take before asking for help. Don’t jump in when students feel the discomfort of real problem-solving.

Concrete Strategies for Business Leaders

The cycle of retraining and continually onboarding new hires is expensive and challenging. The solution is to invest in the right kind of training from day one, which will save significant costs and headaches in the long run.

Managers can help young professionals build the foundational skills for independence by:

Focus on the Solution, Not the Blame. This isn’t soft, it is a smart strategy. Fear of blame kills the initiative and independent problem-solving that businesses need to thrive. Make it clear the priority is fixing problems, not assigning blame. This empowers your team to innovate and build a more resilient, independent workforce.

Clear Expectations. Define the deliverable, quality bar, and deadline up front. Write it down and confirm communication norms for surfacing blockers. When the target is unambiguous, autonomy rises and handholding drops.

Leverage Mentorship. Pair new hires with slightly more experienced colleagues. This provides a go-to resource for practical questions and models the independent work habits you want to foster.

The gap we’re seeing is a skills gap, and skills can be taught. Make thinking visible, give a lightweight structure, and protect space to practice. Those small systems compound into independence. This matters: we need independent learners and problem solvers who can navigate ambiguity and finish what they start.

If you feel your school or business could use support, Untapped Learning offers training designed to increase executive function skills and independence.

Let’s connect and build a more self-sufficient future together.