Working memory strategies for ADHD are essential in any classroom where learning depends on remembering, organizing, and applying information. Working memory—the ability to hold, manipulate, and use information in the moment—is critical for learning. For students diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD), difficulties with working memory can lead to academic struggles and make even simple tasks—like following directions or completing multi-step assignments—feel overwhelming.
-by Dr. Tim Grivois, Executive Director
Traditional solutions often rely heavily on rewards and incentives to motivate these students. Yet, educators increasingly recognize that while extrinsic rewards can briefly improve performance, they seldom build sustainable habits or genuinely engage students in learning. The good news? Effective, research-based alternatives exist that align with relationship-centered, values-driven education.
Here’s what the research says, how educators can rethink traditional approaches, and practical strategies to help students with ADHD persist in tasks and enhance working memory—without relying on rewards alone.
Why Working Memory Matters for Students with ADHD
Students with ADHD typically experience difficulty maintaining attention and controlling impulses, leading to disrupted working memory. Working memory is crucial because it allows learners to:
- Follow multi-step directions
- Comprehend reading material
- Solve complex problems
- Retain new information long enough to encode it into long-term memory
Weak working memory directly impacts academic performance, making it challenging to keep pace with classroom demands. Strengthening this essential skill with working memory strategies for students with ADHD is key to helping students thrive academically and socially.
The Research: Rewards Improve Persistence, Not Memory Directly
Studies have consistently found that behavioral incentives (like rewards or token systems) significantly improve task performance for students with ADHD. For example, reward systems can dramatically enhance short-term working memory by motivating sustained effort during memory-intensive tasks.
But here’s the critical insight: rewards themselves don’t directly enhance memory capacity or cognitive function. Instead, they boost students’ willingness to persist in tasks that feel challenging or tedious. Essentially, it’s the increased persistence—sustained attention and effort—that enhances working memory performance.
If persistence is the key, this means we don’t have to rely solely on extrinsic rewards to achieve better outcomes.
Moving Beyond Rewards: My Take on Rewards and Working Memory Strategies for ADHD
While rewards might provide quick wins, relying too heavily on token economies or behavior charts can feel impersonal, transactional, and ultimately counterproductive. The goal is not merely compliance; it’s authentic, sustained engagement that empowers students to internalize learning strategies and genuinely care about their progress.
If the real issue is persistence, anything that promotes sustained effort and attention can positively affect working memory. Educators have numerous practical alternatives to support working memory strategies for students with ADHD that build persistence organically, aligning far more closely with principles of student agency, relationship-building, and meaningful learning.
Five Evidence-Based, Values-Aligned Strategies to Enhance Persistence (and Working Memory)
Here are effective approaches for supporting persistence in students with ADHD without leaning on extrinsic rewards:
1. Relational Anchoring
What it is:
Regular, brief check-ins with trusted adults who provide emotional and practical support during tasks.
Why it works:
The relational connection fosters a sense of belonging and safety, promoting sustained effort and resilience.
Classroom application:
- Quick, personalized feedback like, “I noticed how hard you’re working—let’s tackle the next part together.” (Check-in/Check-out can be an invaluable framework for this.)
- Pairing challenging tasks with supportive adult interaction to maintain student motivation.
2. Visible Progress Feedback
What it is:
Breaking tasks into manageable chunks with clear, visible indicators of progress.
Why it works:
Visual cues reduce cognitive overload and reinforce feelings of accomplishment, boosting motivation.
Classroom application:
- Checklists or visual timers that clearly show what’s completed and what remains.
- Simple tracking charts or color-coded progress steps to maintain engagement and motivation.
3. Student-Set Micro-Goals
What it is:
Allowing students to establish small, manageable goals that feel achievable within short periods.
Why it works:
Student ownership increases intrinsic motivation, helping them persist longer and engage more deeply.
Classroom application:
- Asking students, “What’s one small step you can commit to for the next five minutes?”
- Regular reflections to reinforce the value of achieving self-selected goals.
4. Sensory and Movement Supports
What it is:
Incorporating sensory stimulation (e.g., movement breaks, fidget tools, or background music) into challenging tasks.
Why it works:
Sensory input reduces boredom and restlessness, helping students remain engaged and attentive longer.
Classroom application:
- Brief physical movement breaks or stretches during tasks.
- Permitting subtle fidgets or doodling to help maintain task engagement.
5. Cognitive Curiosity (Novelty and Interest)
What it is:
Introducing novel, humorous, or engaging elements into routine tasks to stimulate interest.
Why it works:
Novelty and curiosity naturally boost dopamine, enhancing attention and persistence without extrinsic rewards.
Classroom application:
- Framing tasks as puzzles, games, or mysteries.
- Integrating relatable content, humor, or unexpected formats to spark interest and maintain focus.
Implementing a Comprehensive Approach
The best approach is typically multi-faceted: combining relational support, clear and visible progress markers, meaningful student-driven goals, sensory stimulation, and cognitive curiosity. By embedding these strategies into classroom routines, educators not only support students with ADHD but also create learning environments where all students benefit from improved engagement, persistence, and working memory.
Key Takeaways on Working Memory Strategies
- Persistence is central to working memory improvements for students with ADHD.
- Rewards alone are insufficient for building lasting motivation and engagement.
- Relational, student-centered strategies can effectively foster sustained persistence, aligning closely with the values educators care deeply about.
- Practical classroom strategies can integrate seamlessly into daily instruction, benefiting all learners.
By adopting these practices, educators help students develop intrinsic motivation, sustained effort, and, ultimately, stronger working memory skills that support lifelong learning.
Works Cited (selected sources) for Working Memory Strategies for ADHD
- Gathercole, S. E., & Alloway, T. P. (2008). Working memory and learning: A practical guide for teachers. SAGE Publications.
- Rapport, M. D., et al. (2013). “Do programs designed to train working memory benefit children with ADHD?” Clinical Psychology Review, 33(8), 1237-1252.
- Dunlosky, J., et al. (2013). “Improving students’ learning with effective learning techniques.” Psychological Science in the Public Interest, 14(1), 4–58.
- Melby-Lervåg, M., & Hulme, C. (2013). “Is working memory training effective?” Developmental Psychology, 49(2), 270–291. (Note from Dr. Tim: The short answer is “nope.” Working memory training programs have short-term effects that don’t transfer to classrooms, especially if they’re on the computer.)