This paper explores whether adopting an "executive framework" makes educational psychologists' (EPs) practice more efficient and effective. Whilst many EPs understand and value executive frameworks in theory, explicit use of such tools may not be fully integrated into their day-to-day practice. Why this might be is considered. Critical analysis of the literature has shown that executive frameworks could be useful for making practice more efficient and effective due to their flexible, adaptable and non-prescriptive nature. However, factors such as EP time and experience may have more influence over whether such frameworks will be used. It is concluded that, while executive frameworks may enable the EP to work effectively and efficiently, whether they are explicitly and routinely applied in practice remains open to further exploration.