Present research investigated the impact of executive dysfunction on academic performance among
students in their middle childhood. It was hypothesized that school teacher’s rating of executive
dysfunction in students can significantly predict their performance in Mathematics and Science
subjects. The study used primary data which was collected from public schools of Lahore. An
indigenized executive dysfunction inventory was constructed for this purpose and psychometric
properties were established. It was postulated that student’s performance in Science and Math will vary
based on their executive dysfunction and the results attested to this hypothesis. Demographic properties
were also evaluated through age, number of siblings, gender, family system, and mother profession.
Statistical findings revealed that higher level of executive dysfunction is associated with lower level of
science and math performance.