A Qualitative Study into Teacher–Student Interaction Strategies Employed to Support Primary School Children’s Working Memory

Abstract

The current qualitative study examined the teacher–student interaction and its influence on children’s working memory in primary schools in Belgium and the Netherlands. Eighteen primary school teachers participated in semi-structured interviews focusing on strategies employed to support students with working memory difficulties. The study offered a comprehensive overview of the strategies, categorised into instructional support, classroom organisation, and emotional support (based on the Teaching Through Interactions framework) that teachers use when dealing with working memory-related difficulties. Additionally, it provided unique insights into teachers’ underlying beliefs and rationales about the effectiveness of these strategies. Lastly, factors influencing the use and efficacy of these strategies (based on the Multilevel Supply–Use model) were explored. By integrating teachers’ voices and experiences, this research provides a unique opportunity to bridge theory and practice, and enrich the current understanding and interpretation of the teacher–student interaction and its implications for improving working memory performance in primary school students. Overall, the holistic approach, taking into account both direct and indirect approaches, offered a comprehensive understanding of the multifaceted challenges faced by students with working memory difficulties and the diverse strategies teachers can employ to address them, which can further inform classroom practices, professional development, and policy-making.