Working Memory Deficits: Unlocking High School Student Potential

Posted In Behaviors On January 2, 2025

High school teachers often encounter a variety of student behaviors that can hinder classroom learning and engagement. Working memory deficits impact students in multiple ways, including difficulty paying attention, struggling with multi-step tasks, or remembering information long-term; these challenges can be frustrating for both educators and students. However, these behaviors often have a common underlying cause: a deficit in the executive function skill known as working memory.

By understanding working memory and its role in student success, educators can implement targeted executive function instruction and strategies to empower their students, improve academic performance, and address specific learning needs.

Working Memory, an Executive Function Skill

Working memory is the mental workspace where information is temporarily held and manipulated to complete tasks. It allows students to retain and process details needed for problem-solving, decision-making, and following directions. When working memory is underdeveloped or impaired, students may struggle to meet academic demands and exhibit behaviors that disrupt learning. To learn more about this executive function skill, visit our blog, “What is Working Memory?”

Identifying Behaviors Linked to Working Memory Deficits

Struggling to Pay Attention

• Students with working memory challenges often lose focus during lectures or assignments because they cannot hold on to instructions or key details. This difficulty undermines their ability to follow lessons or engage with material effectively.

Trouble with Multi-Step Tasks

• Following multi-step directions requires holding several pieces of information in mind simultaneously. For students with working memory deficits, tasks like completing math problems, writing essays, or following lab procedures can feel overwhelming and lead to incomplete or inaccurate work.

Trouble Remembering Information Long-Term

• Poor working memory can affect the retention of information needed for future use. For instance, a student may study for a history test but struggle to recall key dates and events during the exam, leading to lower academic performance and frustration.

Executive Function Strategies for Working Memory Challenges

To support students with working memory deficits, teachers can integrate executive function instruction and tools into their classrooms. Here are some practical strategies:

Chunk Information

Break down lessons and instructions into smaller, manageable parts. Use visuals, graphic organizers, or step-by-step guides to help students retain and process information more effectively.

Incorporate Repetition and Practice

Regular review and repetition reinforce working memory. Using executive function lessons designed to revisit key concepts can help students solidify their understanding and improve retention.

Use External Supports

Provide tools like checklists, calendars, and visual schedules to reduce the cognitive load on students’ working memory. These executive functioning tools also promote self-regulation and independence.

Teach Metacognitive Skills

Help students develop strategies to monitor their thinking. For instance, encourage them to ask questions like, “What do I need to do first?” or “What information is most important?” to enhance self-awareness and problem-solving abilities.

By addressing working memory deficits through targeted interventions, teachers can unlock their students’ potential, turning challenges into opportunities for growth and achievement.

Empowering Students Through Executive Function Instruction

Addressing working memory deficits isn’t just about improving academic performance—it’s about fostering student confidence. By implementing an executive function system in your classroom, you can:

1. Equip students with tools to overcome learning challenges and meet classroom expectations.
2. Empower students to take ownership of their learning and education.
3. Build a supportive environment that prioritizes both academic success and emotional well-being.

When students feel capable and supported, they’re more likely to engage in class, improve their performance, and develop the resilience needed for future success.

A high school teacher ready to work to improve her students’ working memory deficits.

Ready to Take the Next Step?

Find out more about our program, and get helpful resources for executive function instruction in your classroom.

• Determine Your Students’ Executive Function Needs
• Learn About Evaluating Student Behaviors to Create a Customized Executive Function Curriculum