As SEN teachers, we often meet pupils who show barriers to memory and processing. These children may not have a formal diagnosis, but their needs are very real and impact their ability to access learning. Understanding how memory systems and executive functioning work can help us tailor our strategies effectively.
Memory processing covers how information is:
Encoded (taken in through listening, seeing, or doing).
Stored (kept in short-term, working, or long-term memory)
Retrieved (brought back when needed)
Provide a general summary of the services you provide, highlighting key features and benefits for potential clients.
Working memory = the mental ‘notepad’ that holds information briefly.
Executive functioning = cognitive skills for managing tasks, organising, planning, and shifting attention.
Pupils with difficulties may:
– Simplify demands: Break tasks into smaller steps
– Chunk and rehearse instructions
– Scaffold organisation with visual tools
– Model planning and sequencing
– Allow thinking and processing time
– Encourage external memory aids
– Teach metacognitive self-questioning
– Reinforce effort and progress
Supporting children with memory and executive functioning needs requires patience and structure. Small adjustments can transform classroom participation and confidence.