When a student struggles in the classroom, whether it’s following instructions, completing tasks, or retaining what they’ve just read, our instinct is to look for gaps in knowledge, behaviour, or effort.However, often, there is something else quietly at play: working memory.
This behind-the-scenes brain function doesn’t get the spotlight it deserves, yet it plays a vital role in learning, behaviour, and academic performance. And when it’s not working well? The impact on students can be profound but subtle.
In this post, we’ll explore:
- What working memory is (in simple terms)
- Why it matters in education
- The top signs a student might be struggling
- Practical classroom strategies
- How early screening (like with SWIFT) can make all the difference
What Is Working Memory?
Working memory, often misunderstood, is a key cognitive function that underpins successful learning. Think of working memory as your brain’s “mental sticky note”. It’s the system that temporarily holds and manipulates information while we use it.
For example, if you ask a student to:
“Write today’s date, underline the title, and get started on question one.”
To follow this instruction, they need to:
- Hold all three steps in mind
- Sequence and act on them one at a time
- Avoid distractions or interruptions
- Complete the actions accurately
That’s working memory in action. For many learners, especially those with special educational needs, this process can be a real challenge. They may remember the first part and forget the rest, not because they weren’t listening but because their working memory capacity was maxed out.
How It Differs From Short-Term and Long-Term Memory
It’s easy to confuse working memory with other types of memory. Here’s how they differ:
Short-Term: Holds information briefly (Seconds, e.g., a phone number)
Long-Term: Stores knowledge and skills over time (Days, months, years)
Working Memory Holds and processes information for active tasks. (Seconds to minutes while active).
Working memory is not just about holding information; it’s about using it at the moment. That’s what makes it essential for learning.
Why Working Memory Matters in the Classroom
Working memory is fundamental to everyday classroom tasks. It is deeply involved in;
- Reading comprehension (remembering what you’ve read while continuing to read)
- Mental maths (holding numbers and applying operations)
- Writing (keeping ideas in mind while forming sentences)
- Note-taking (listening, filtering, and recording information)
- Following instructions (especially multi-step directions)
When working memory is working well, it’s invisible. But when it’s not, it can mimic behaviours often misunderstood as:
- Inattention
- Laziness
- Processing delays
- Poor motivation
In the UK, as many as 3 in 10 students need additional support to access the curriculum, and for a significant portion, working memory is a hidden barrier. Despite its critical role in learning, working memory often goes unrecognised in schools. Research shows that working memory capacity between the ages of 7 and 14 strongly predicts outcomes in English, maths, and science. When memory fails, learning falters.
Top 5 Signs of Working Memory Difficulties
#1 Difficulty Following Multi-Step Instructions
You give your class a simple three-step instruction:
“Take out your workbook, write the date at the top, and start question one.”
A student gets out their workbook, but that’s where it stops. They forget the rest.
Why it happens: Working memory allows us to temporarily hold and sequence multiple pieces of information. When that system is overloaded, the later parts of an instruction can vanish before they’re acted on.
What it’s not: It’s not disobedience, it’s not defiance, It’s not laziness!
It’s simply a cognitive overload. These students may want to comply; however, they can’t hold all the instructions in mind at once.
Classroom tip: Break tasks down. Give one or two instructions at a time. Write them on the board so students don’t need to rely solely on memory.
#2 Forgetting What They've Just Heard or Read
You’ve just explained a concept or read a short passage together. A minute later, the student asks,
“What are we doing again?”
Or they struggle to answer questions about a text they appeared to follow.
Why it happens: Working memory helps us retain and process information while we use it. If the information isn’t encoded into long-term memory quickly, it disappears, especially when another task is introduced.
This affects:
- Verbal instructions
- Reading comprehension
- Group discussions
- Listening tasks
- Following along with teacher-led input
Classroom tip: Use repetition, summaries, and visual aids. Encourage students to repeat or paraphrase key instructions to reinforce memory.
#3 Losing Their Place Easily
You might notice a student who suddenly stops mid-way through reading or writing, looks up, then goes back and rereads the same line several times. They may lose track of step-by-step tasks, unintentionally restarting or skipping parts.
These are often subtle signs of working memory difficulties. Working memory helps us hold and manipulate information while we’re engaged in cognitive tasks—like reading, writing, or solving problems. When it’s overloaded or underdeveloped, the student can lose their place, forget what comes next, or repeat themselves without realising.
This might show up as a student getting lost while reading aloud, repeating or omitting ideas in writing, or restarting steps in a maths problem because they’ve forgotten where they were.
Classroom tip: Use finger tracking, highlighters, or visual checklists to help students maintain focus and orientation.
4 Incomplete Work - Despite Effort
You might see a student start a task with enthusiasm, only to trail off halfway through. Their worksheet is half-completed, or a story that began with promise ends abruptly after two sentences. This is a common sign of working memory overload.
Often described as the brain’s “holding bay,” working memory helps students keep track of ideas while they work. When it becomes overwhelmed, they can lose their place, forget what they were going to write next, or struggle to finish what they started.
It’s frustrating, not just for teachers, but for the students themselves. They had the idea. They started strong. But somewhere along the way, the mental thread snaps. Over time, this can knock their confidence, lead to task avoidance, and cause others to misjudge their true ability.
Classroom tip: Break long tasks into manageable chunks. Allow for breaks or verbal scaffolding to help them regroup during the task.
#5 Needing Frequent Prompts or Repetition
You may find yourself answering the same student repeatedly, “What page are we on?” “What was I meant to do again?” “Can you say that one more time?” Even though you’ve just explained the task, they’re asking again. And again. And again!
This isn’t inattentiveness; it’s a genuine working memory difficulty. These students are trying to hold onto information that their memory system can’t retain without extra support.
Their repeated questions aren’t about distraction; they’re signs of a processing issue. You might also notice them writing down instructions word-for-word as a coping mechanism, watching peers to figure out what to do next, or needing frequent teacher check-ins to stay on track.
Classroom tip: Pair verbal instructions with visual cues. Use icons, step-by-step task boards, or peer buddies. Encourage the use of planners or memory cards.
Why Screening Matters?
The truth is working memory difficulties often are often invisible and go undetected. They don’t shout. They don’t always show up in test results. And they rarely get picked up unless an educator knows exactly what to look for.
Instead, they quietly shape how a student experiences the classroom:
- They forget instructions; but no one sees the struggle in real-time.
- They write half a story; but were brimming with ideas seconds earlier.
- They ask for help again; and are told to “just listen more carefully.”
Over time, the signs build up, but so does the frustration. That’s why early identification is so important. And that’s where the advanced assessments like SWIFT come in.
What Is SWIFT?
At Education Elephant, we created SWIFT to provide educators with a fast and effective way to assess key areas of learning, including working memory, quickly and easily.
- Fully digital and easy to admin
- Takes just 40–50 minutes
- Delivers clear reports for teachers and SENCOs
- Supports early intervention and access arrangements
With SWIFT, educators can get a snapshot of a student’s cognitive profile, including working memory and processing speed. That insight empowers schools to:
- Tailor teaching strategies
- Make informed referrals
- Implement access arrangements fairly
- Communicate clearly with parents
It’s smart, fast and reliable.
Want to explore how SWIFT can support cognitive screening in your school?
Final Thoughts
Working memory isn’t just a buzzword—it’s a core part of how students learn. And for those who struggle with it, awareness changes everything. The more we understand how working memory works, the better we can:
- Recognise the real challenges behind the behaviour.
- Stop mislabelling, and start empowering
Offer practical, compassionate support.
Whether you’re a classroom teacher, a SENCO, or a school leader, here’s your reminder: Some students aren’t disengaged. They’re overloaded. Let’s spot the signs, support early, and assess with heart.
And with the right tools and understanding, we can help them succeed!
