Donjdee K.Poonpol P.Ruksee N.Mahidol University2024-06-252024-06-252024-01-01Journal of Behavioral Science Vol.19 No.2 (2024) , 135-15019064675https://repository.li.mahidol.ac.th/handle/20.500.14594/99011Background/Problem: Children with dysfunctional inhibitory control tend to be at risk of experiencing more externalizing behavior, such as aggression, hyperactivity, and impulsivity, leading to addictive behavior in the future. Objective/Purpose: This study had two main objectives, to understand the causes of inhibitory control in students and to identify ways of enhancing inhibitory control among parents and teachers in Nakhon Pathom Province in Thailand. Design and Methodology: The study used the case study approach focusing on students with good inhibitory control skills, ten parents of these children, and five teachers. Data was analyzed using content analysis techniques. Findings: The study themes encompassed personal factors, such as personality traits and a sense of responsibility, alongside environmental factors, such as family dynamics and activities fostering communication and skill-building at home. Similarly, strategies to promote inhibitory control skills at school centered on active learning methodologies and attention practices. Conclusion and Implications: The study clarifies that families with low to moderate socioeconomic status can promote inhibitory control skills in a simple and cost- effective manner. The method proposed in this study can be used as a guideline for the development of inhibitory control, which is the main component of executive function.PsychologyArticleSCOPUS2-s2.0-85196200288