Executive Functioning - Memory and retention

Provision and/or strategies: approaches, adjustments and specific interventions expected to be made by settings according to the ages and stages of the CYP

Universal

• Understand memory involving the process of encoding, storing and retrieving information, and recognise that working memory is limited.
• Activate prior learning regularly, especially at the start of sessions, and link new learning explicitly to what is already known.
• Use retrieval practice frequently and teach to fluency before introducing new content.
• Reduce cognitive load by:
  • Breaking down tasks into small steps and chunking instructions clearly
  • Simplifying language and removing unnecessary information
• Offload demands from memory, using:
  • Written instructions / task boards
  • Visual prompts and checklists
  • Recording or digital supports
• Support understanding (encoding) by
  • Using explicit teaching and clear modelling
  • Presenting information in multiple formats (visual, verbal, practical)
  • Pre-teaching vocabulary and key concepts
  • Using examples, visuals and pre-exposure (e.g. previews, pre-reading)
• Support processing and retention by
  • Allowing processing time (e.g. pause for 10 seconds)
  • Checking understanding regularly (repeat, paraphrase, explain)
  • Using repetition, overlearning and spaced practice
• Promote retrieval and application by
  • Planning regular recall opportunities across contexts
  • Revisiting learning over time and applying it in different situations
• Externalise thinking and support collaboration by
  • Encouraging verbalising thinking and explaining to others
  • Using peer support (e.g. learning partners)
  • Providing flexible recording options (written, visual, digital, audio)
  • Using simple recording tools to capture ideas
• Support organisation and independence by
  • Using visual structures (task steps, writing frames, clear start/end points)
  • Teaching simple memory strategies (chunking, note-taking, checklists)
  • Developing awareness of learning strategies (metacognition)
• Plan your learning environment to
  • Minimise distractions and maintain a structured environment.
  • Observe how memory is used within tasks and adapt teaching.
  • Prioritise depth over quantity and adjust pace and support to secure learning.

Targeted

• Targeted executive function support should be:
  • Explicit - directly teach thinking, attention and self‑regulation processes
  • Structured - scaffolded, sequenced and broken into manageable steps
  • Repetitive - include frequent guided practice and rehearsal
  • Integrated - embedded within curriculum, vocational and real-life contexts
  • Fading - gradually reduce support to build independence
• Identify specific executive function barriers (e.g. attention, initiation, organisation, regulation).
• Use targeted assessment and observation to pinpoint breakdowns in engagement and focus such as:
  • BRIEF2 (Behaviour Rating Inventory of Executive Function)
  • Strengths and Difficulties Questionnaire (SDQ)
  • Attention & Engagement Observation, Leuven Involvement Scale (well suited to Early Years but adaptable)
• Set small, specific, measurable targets, focusing on functional outcomes (e.g. sustaining attention, starting tasks).
• Teach strategies explicitly, rather than relying on environmental adjustments alone.
• Allow additional time, structure and rehearsal opportunities.
• Adapt approaches for stage of development:
  • Early Years: play-based, adult‑guided attention and interaction
  • School age: structured, curriculum‑linked strategy teaching
  • Post‑16: study skills, independence and self-management focus
• Ensure consistency across staff and contexts to reinforce learning.
• Increase frequency of adult check-ins to maintain engagement.
• Be cautious with working memory training programmes:
  • Gains are typically task-specific
  • There is limited evidence of broader impact on learning
• Prioritise reducing cognitive load across all teaching, including:
  • Chunking instructions
  • Using visual supports and prompts
  • Repetition and rehearsal
  • Minimising unnecessary demands
  • Applying these strategies consistently across environments, not just in interventions.