Can working memory be trained?
Computerised working-memory training can improve performance on similar memory tasks, but transfer to everyday academic learning is much less certain.
Read article →Practical advice
Cognition and learning
Reduce unnecessary mental demands while teaching knowledge and strategies explicitly.
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Understand the task demand
A pupil may need to remember an instruction while reading, calculating or organising equipment. Compare the same learning goal with fewer simultaneous demands. Prior knowledge, language, fatigue and anxiety can influence performance, so a single mistake is not a reliable measure of memory or ability.
Externalise information that need not be remembered
Keep the question, essential steps and a worked example visible. Teach the pupil how to consult the support and return to the task. An overcrowded checklist can create another search problem; use only the information needed at that point. Fade prompts after the pupil can use the support independently.
A classroom example
Before a multi-step calculation, leave a short sequence beside the question. Ask the pupil to explain which step they are doing and why. If the sequence improves organisation but not accuracy, inspect the underlying mathematical knowledge. Keep the learning objective while changing the incidental memory demand.
Build retention deliberately
Use successful retrieval with feedback and revisit important knowledge after increasing gaps. Check a fresh example after a delay. Improvement on a memory game does not establish improvement in everyday learning; judge support through classroom participation, understanding and independence.
Further reading
EEF: Special Educational Needs in Mainstream Schools · SEND Code of Practice
General guidance for school staff. Apply professional judgement, current school policies and advice based on the individual pupil’s circumstances.
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149 articles in this topic.
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Does a child need cognitive testing as part of an Educational Psychology assessment?
No. Cognitive testing is useful when it helps answer a specific question, but many Educational Psychology assessments can be completed effectively without it.
Read article →How can a SENCo review provision for a pupil who a pupil needs more processing time than lessons allow?
A useful review links the identified need, the provision actually delivered and observable change for the pupil.
Read article →How can a SENCo review provision for a pupil who forgets high-frequency words after repeated teaching?
A useful review links the identified need, the provision actually delivered and observable change for the pupil.
Read article →How can a SENCo review provision for a pupil who forgets what to do while carrying out an instruction?
A useful review links the identified need, the provision actually delivered and observable change for the pupil.
Read article →How can a SENCo review provision for a pupil who learns a skill but does not generalise it?
A useful review links the identified need, the provision actually delivered and observable change for the pupil.
Read article →How can a SENCo review provision for a pupil who takes a long time to retrieve known information?
A useful review links the identified need, the provision actually delivered and observable change for the pupil.
Read article →How can a SENCo review provision for a pupil who understands methods in a lesson but forgets them later?
A useful review links the identified need, the provision actually delivered and observable change for the pupil.
Read article →How can a SENCo review support for remembering a multi-step instruction?
A SENCo review of remembering a multi-step instruction should connect evidence, pupil voice, classroom practice and the impact of support already tried.
Read article →How can a SENCo review support for remembering deadlines?
A SENCo review of remembering deadlines should connect evidence, pupil voice, classroom practice and the impact of support already tried.
Read article →How can a SENCo review support for remembering homework?
A SENCo review of remembering homework should connect evidence, pupil voice, classroom practice and the impact of support already tried.
Read article →How can a SENCo review support for remembering learning from the previous lesson?
A SENCo review of remembering learning from the previous lesson should connect evidence, pupil voice, classroom practice and the impact of support already tried.
Read article →How can a SENCo understand why a pupil forgets instructions between the carpet and the table in Key Stage 2?
Look for the pattern behind the difficulty, make one targeted change and review whether participation and independence improve.
Read article →How can a SENCo understand why a pupil forgets the steps in familiar classroom routines during less structured parts of the day?
Look for the pattern behind the difficulty, make one targeted change and review whether participation and independence improve.
Read article →How can I give processing time without losing the pace of the lesson?
Planned pauses, partner rehearsal and questions given in advance can create processing time while keeping the whole class engaged.
Read article →How can I help a pupil remember equipment for lessons?
Use environmental cues and simple checklists at transition points rather than repeated adult reminders.
Read article →How can I help a pupil remember homework and equipment?
Remembering future tasks depends heavily on external organisation; relying on memory alone is rarely the most effective school strategy.
Read article →How can I measure whether support for slow processing is working?
Useful review measures look beyond speed alone to accuracy, independence, participation, completion of essential learning and the pupil’s experience.
Read article →How can I reduce working memory demands in the classroom?
Reducing unnecessary memory load can help pupils devote more of their thinking to the learning itself.
Read article →How can I support a pupil who forgets classroom routines?
Repeatedly forgetting routines may reflect memory, language, attention, organisation or a routine that has never become sufficiently predictable.
Read article →How can I support a pupil who forgets what they wanted to say?
A pupil may have a good contribution but lose it while waiting, organising language or listening to others.
Read article →How can I support a pupil with slow processing during tests and exams?
Assessment arrangements should help a pupil demonstrate what they know without changing the skill that the assessment is intended to measure.
Read article →How can I support a pupil with weak working memory in ordinary lessons?
Working memory is the ability to hold and use information briefly.
Read article →Browse 126 more articles in this topic
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