Helping Boys Learn Better: Retrieval Practice and Executive Function

Executive functions are the systems in the brain that provide the building blocks for withstanding life's challenges (Low et al., 2021) and are considered precursors to successful academic achievement (Center on the Developing Child at Harvard University, 2014). Diamond (2013) and others classify executive functions into three strands: inhibition, working memory, and cognitive flexibility. 

The need to develop executive function in boys is paramount; however, determining the best way to do so to make learning meaningful and impactful for boys can be challenging. Foundations for Learning: Facilitating Boys' Executive Function and Self Regulation in the Classroom is the theme for the 2025/2026 IBSC Action Research Program. Last June, I met with my fellow action researchers at Belmont Hill School in Boston and was inspired by the diverse conversation among educators and psychologists who recognize that executive function skills are no longer only important for boys with neurodiverse needs, but are essential for the well-being of all boys. As learning continued in Boston and my interest in working memory as a significant contributor to academic success grew, I decided to focus my Action Research project on retrieval practice to enhance working memory.

Retrieval practice is a simple yet challenging technique; when used as a learning tool rather than an assessment tool, it strengthens a person’s working memory by forcing a student to recall and engage with information (Agarwal, P.K., Roediger, H.L., McDaniel, M.A., & McDermott, K.B., 2020). Surveys of college students by Agarwal, P.K. et al. (2014) show that students rarely use retrieval practice for learning; rather, they are more comfortable reading and re-reading their notes, even when they are exposed to more effective learning strategies. This trend opens the door to exploring how retrieval practices are currently used in elementary settings and how they could be more purposefully integrated, particularly since they support learners across ability levels. 

With this understanding as the foundation for my Action Research project, I am exploring the effectiveness of a specific retrieval practice, called The Two Things Retrieval Strategy. This year, I will be collaborating with the boys in a Grade 8 science class to investigate the efficacy of this strategy to enhance working memory and explore the contribution of enhanced working memory to well-being. 

If it is true that retrieval practice benefits boys’ working memory, resulting in improved academic performance, might strengthening working memory also have lasting positive effects on their health and well-being? 

I am hopeful that the results of this project will contribute to curricular advancements in executive function for all boys at Crescent School, in line with Breakthrough 2030's initiatives and the Reimagining of Crescent Student Services to foster a boy’s well-being, engagement, and belonging.