Improving Working Memory: Understanding the Connection Between Behavior and Executive Function Skills in Middle School Students

Posted In Behaviors On May 30, 2025

Improving working memory in middle school students isn’t just about remembering facts—it’s about helping students learn how to learn. As educators, we often notice puzzling behaviors: a student can’t recall multiplication facts, another drifts off mid-task, while another seems constantly distracted by everything happening around them. While these behaviors may seem like unrelated challenges, they often stem from the same root issue—an executive function skill deficit, specifically in the area of working memory.

What Is Working Memory and Why Does It Matter?

Working memory is a key executive function that allows students to hold, process, and manipulate information in their minds for short periods. This skill is essential for following multi-step directions, completing assignments, solving problems, and even navigating social situations. When students have underdeveloped working memory, their academic performance, self-regulation, and social skills can suffer significantly.

Let’s take a closer look at three common student behaviors and how they connect to working memory deficits—and how improving working memory through targeted executive function instruction can lead to real change.

1. Student Struggles to Utilize Memorization Strategies

We’ve all had students who can’t seem to memorize vocabulary words, multiplication facts, or historical dates, no matter how much they study. These students often don’t realize that memorization isn’t about rote repetition—it’s about using strategies that make information stick.

Students with working memory challenges often cannot hold information long enough to apply memorization strategies like chunking, visual association, or rehearsal. They need executive function instruction that explicitly teaches them how to use strategies in a structured and supportive way.

By improving working memory through modeling and repeated practice, we empower students to approach learning with greater confidence, thus improving academic outcomes.

2. Student Struggles to Manage Distractions

Some students seem to be off-task constantly. They’re distracted by peers, sounds, or even their own thoughts. These behaviors are often misinterpreted as poor motivation or lack of effort when, in fact, they are signs of executive function challenges.

Working memory plays a critical role in attention. Students need to be able to keep their “mental to-do list” in mind while filtering out distractions. When they can’t do that, they lose track of the task at hand.

Improving working memory supports a student’s ability to stay focused, even in busy or unpredictable environments. Executive function strategies such as checklists, visual cues, and clear routines are helpful strategies that directly address these needs. By helping students hold their task goals in mind, you support both student behavior and learning.

3. Student Struggles to Focus on What They Are Doing

This behavior is frequently labeled as zoning out or not paying attention. But often, these students are overwhelmed by the cognitive demands of school tasks. Listening, thinking, and working at the same time can overload their working memory system.

Teaching complementary executive function skills like planning, self-monitoring, and task initiation helps students manage complex tasks. Embedding executive function lessons into your content area instruction, such as building in reflection breaks or teaching students to restate directions, helps them process and retain information more effectively.

Improving working memory allows students to engage more fully with learning, enhancing both their comprehension and classroom participation.

A Systems Approach to Supporting Executive Function Learning

Improving working memory isn’t a quick fix. It requires a consistent, layered approach that combines executive function instruction, student empowerment, and strategic scaffolding. A strong executive function system includes observation, strategy modeling, practice, and feedback.

When students learn how to manage their cognitive load, use strategies to support memory, and regulate their attention, they begin to thrive and are more likely to excel academically.

Middle school teachers play a vital role in this growth. Through intentional executive function instruction, you can make a powerful impact on your students’ long-term academic and personal success.

Additional Resources for Improving Working Memory Skills

Use the links below to dive deeper into executive function learning and get tools for improving working memory in your classroom:

• What is Working Memory?
  A deep dive into working memory and why it’s essential for student learning.
• Determine Your Student’s Executive Function Needs
  Access this resource tool to better understand your students’ executive function strengths and challenges.
• Customize Your Executive Function Curriculum
  Learn how to evaluate student behaviors and use our platform’s features to build a personalized executive function curriculum that meets student learning needs.