Working Memory Friendly Schools: Educational Psychologists Using Coaching with Teachers to Improve Knowledge About Working Memory Difficulties in Primary Schools

Abstract

Background Working memory is responsible for temporarily storing and manipulating information. Links between working memory difficulties and poor educational attainment have led to a rise in the development of costly and time-intensive computer programmes that claim to train working memory ability, with inconsistent findings and limited transfer effects. To date, there has been little research into alternative systemic methods that can provide early intervention for students with working memory difficulties. This research is novel as it bridges the gap between empirical research and everyday application by using coaching psychology techniques with teachers to apply research-informed approaches about working memory in an educational setting. Participants / Methods Phase One of the research explored teachers’ understanding of the term working memory and whether they adapt their teaching practices for students with working memory difficulties. 10 Key Stage Two teachers from five different schools (mainstream primary and additionally resourced provisions) participated in semi-structured interviews. Phase Two involved screening 19 pupils in Key Stage Two using the Working Memory Rating Scale (WMRS) and subtests from the Wechsler Intelligence Scale for Children fifth edition (WISC V) and the Wechsler Non-Verbal Scale of Ability (WNV) to identify students at risk of having working memory difficulties. Phase Three explored whether a coaching psychology intervention could be used with the teachers of those students to develop understanding of working memory, and implement research-informed approaches into their classroom teaching. Seven teachers across five schools engaged in three to four individual coaching sessions with a Trainee Educational Psychologist. Analysis / Results Qualitative and quantitative data was collected. Qualitative data was analysed using reflexive thematic analysis and quantitative data was analysed using descriptive statistics. The findings suggest that where there is a lack of teacher knowledge regarding the term working memory, coaching psychology techniques can be used to improve teachers’ understanding and identification using research-based strategies. Raised teacher awareness had subsequent benefits for planning, classroom practice, professional development and self-efficacy. Despite many competing pressures, coaching was valued especially for the reflection and joint problem-solving opportunities provided. Conclusions / Implications The findings of this research highlight that through using coaching psychology techniques to support teachers, Educational Psychologists (EPs) can be agents of change. By “giving psychology away” and linking theory to practice through coaching, those who are best placed to create change within the educational system (such as teachers), are empowered and given the skills to respond. The implications of this research for Educational Psychology (EP) practice and avenues for future research are discussed. In particular, this research highlights the many opportunities for other EPs within the profession to diversify their practice, and adopt the use of coaching psychology techniques within their everyday work to promote working memory friendly schools.