Working memory is the mental space where pupils hold information long enough to think about it, link it to new ideas, or act on it. It helps children follow instructions, complete multi-step tasks, solve maths problems, organise writing, and stay on track during lessons. When working memory becomes overloaded, pupils quickly lose their place. They forget what they were doing, ask for repeated instructions, or freeze because the task feels too big.
The good news is that working memory is not fixed. With the right teaching strategies and supportive environments, pupils can learn to manage information more effectively. Many of these approaches are simple, natural, and easy to integrate into everyday teaching — and they help all pupils, not just those who struggle.
This guide explains how working memory works, why some children find it harder than others, and what schools can do to support both primary and secondary pupils.
Why Working Memory Matters
A useful way to imagine working memory is as a small desk inside the brain. When the desk is clear, pupils can lay out ideas, solve problems, and remember what they need to do next. But when too much lands on the desk at once — long explanations, complicated instructions, noisy surroundings, stress, sensory overload — there’s no room left to think.
Pupils with difficulties in working memory often show very similar behaviours: they lose track mid-task, forget what the teacher just said, make simple mistakes, or seem to drift off. This isn’t defiance or lack of effort. It’s the brain struggling to keep too many things in mind at once.
Research from the Education Endowment Foundation (EEF) shows that teaching methods that reduce cognitive load and give pupils clearer structure significantly improve learning outcomes:
https://educationendowmentfoundation.org.uk/
Understanding this is the first step to helping pupils not just cope, but truly thrive in their learning.
Keep Instructions Clear and Manageable
One of the simplest ways to support working memory is to reduce the amount of information pupils have to hold in their mind. Long, rapid-fire instructions are a common cause of classroom overwhelm. When pupils forget what to do next, it’s rarely because they weren’t listening — it’s because the instructions exceeded their mental capacity.
Teachers can make a big difference by slowing the pace of explanations and breaking instructions into smaller parts. Instead of giving all the steps at once, it’s far more effective to give one or two, pause, and then continue once pupils are ready.
This feels slower in the moment but actually speeds up learning because pupils are more confident and less confused. A Year 5 teacher once noted that pupils who normally asked “What do I do now?” every few minutes suddenly stopped needing reminders once she made this change.
Show the Thinking Before Expecting Pupils to Do It
Modelling is a powerful tool because it reduces the mental guesswork pupils have to do. When teachers show clearly how to solve a maths problem, how to structure a paragraph, or how to break down a science question, pupils can focus on understanding rather than juggling steps in their head.
In secondary classrooms, teachers often assume pupils should know how to organise their thinking independently, but many don’t. Seeing a teacher think out loud — pausing, highlighting, crossing out, revising — gives pupils a structure their brain can follow. It lightens the cognitive load and makes the invisible visible.
A Year 8 science teacher who began modelling her thought process on the board noticed that pupils who previously froze began writing confidently, simply because the steps were no longer competing for space in their working memory.
Use Visuals as “Memory Helpers”
Visual scaffolds act like an external hard drive for the brain. They take pressure off pupils who struggle to remember multiple steps. A “Now, Next, Then” board, a worked example on display, a simple diagram, or colour-coded instructions all reduce the amount of information pupils need to hold internally.
In writing, sentence starters and paragraph outlines keep pupils grounded. In maths, diagrams or step-by-step examples keep them on track. These tools aren’t just helpful for younger children — secondary pupils benefit enormously from them as well, especially during larger assignments or multi-step calculations.
For teachers exploring how to create calmer, less overwhelming classroom spaces, this guide may help:
How to Create a Sensory-Friendly Classroom on a Budget.
Create an Environment That Supports Thinking
Working memory is highly sensitive to distractions. A noisy classroom, cluttered displays, flickering lights, or restless peers can drain a pupil’s mental energy before they even begin.
Calmer classrooms often lead to calmer minds. Reducing visual clutter, controlling noise levels, and making sure pupils have an organised workspace can dramatically improve their ability to hold and use information.
The British Psychological Society has highlighted how sensory overload directly affects cognitive processing, particularly in neurodivergent pupils:
https://www.bps.org.uk
Even simple changes — cleaning up desk spaces or reducing visual noise — can give pupils more mental bandwidth for learning.
Encourage Pupils to Say Their Thinking Out Loud
Talking helps organise thoughts. When pupils verbalise what they’re about to do, they anchor the steps in a way that supports working memory. Teachers can encourage this through paired talk, “think–pair–share” activities, and short moments of guided discussion before pupils work independently.
In one Year 2 classroom, pupils were encouraged to whisper their next step to themselves. It didn’t disturb others — but it significantly reduced task avoidance and confusion. The act of quietly saying, “Write the date… new line… question one…” provided a gentle mental anchor.
Older pupils benefit just as much. A Year 10 student once said after a paired reasoning task, “Talking it through makes it stick.” She was right — this strategy strengthens both working memory and deeper understanding.
Teach Pupils How to Break Things Down
Most pupils don’t naturally know how to reduce a large task into smaller, manageable pieces. When they see a long maths question, a blank page in English, or a multi-step science activity, their working memory can become overwhelmed.
Teaching pupils how to break tasks down is one of the most transformative skills they can learn. This might involve underlining key parts of a question, identifying verbs like “explain,” “compare,” or “justify,” or splitting writing into small, structured paragraphs.
A secondary humanities teacher once taught pupils to highlight each part of a long exam question in a different colour. The results were striking: pupils who used to miss steps began completing full answers steadily, simply because they could see the structure rather than trying to juggle it mentally.
Use Retrieval Practice to Strengthen Memory Over Time
Retrieval practice — short, low-pressure moments where pupils recall previous learning — helps move information into long-term memory. The more pupils remember automatically, the less pressure is placed on working memory.
A daily starter with three quick recall questions, a short end-of-lesson recap, or spaced revisiting of key concepts allows pupils to offload essential knowledge into long-term memory. This frees up their working memory for higher-order thinking.
Teachers who do this consistently often find that pupils become more confident and less dependent on constant reminders.
Support Emotional Regulation
Working memory is not only cognitive — it is emotional. Stress, confusion, frustration, and anxiety all reduce working memory capacity. This means pupils need calm, reassurance, and clear first steps before they begin.
A teacher might say:
“It looks like this feels like a lot. Let’s start the first part together.”
This simple sentence can lower anxiety enough for working memory to function.
For pupils needing broader focus support, you might explore this guide:
Improving Focus in the Classroom: Evidence-Based Approaches.
When Working Memory Challenges Signal Something More
Some pupils have long-term working memory difficulties linked to ADHD, dyslexia, autism, or processing differences. Others struggle because of sensory sensitivities or high levels of anxiety.
A helpful starting point for understanding attention differences is:
Recognising Early Signs of ADHD.
Working memory challenges do not mean a pupil is unable to learn. They simply signal that the pupil needs structured support — and with the right strategies, they can flourish.
Final Thoughts
Teaching working memory strategies isn’t about adding more tasks to an already busy day. It’s about adjusting how we teach so pupils aren’t overwhelmed. When teachers model clearly, reduce unnecessary demands, provide visual supports, and build calmer routines, working memory isn’t pushed to breaking point.
Pupils of all ages benefit — not only those who struggle. They become more confident, more independent, and more capable of handling the complex thinking required in school life.
