When the new school year begins, the message to teachers, especially those just starting out, is consistent: get behaviour right from day one. This advice is sound. Clear routines and consistent expectations create safety and stability. But if we stop there, we risk overlooking something even more fundamental: how students actually learn.
We have seen time and again that behaviour and learning are not separate priorities; they are deeply connected. When we understand the limits of working memory and how attention functions, we can create classrooms where good behaviour flows naturally from effective learning.
Why Behaviour Alone Isn’t Enough
In the first few weeks of term, most schools focus heavily on rules and routines. This makes sense, as routines establish consistency, give students a sense of security, and ensure lessons run smoothly. But behavioural problems often stem from something deeper: cognitive overload.
If students are inattentive, easily distracted, or struggling to hold new information, even the strongest behaviour systems may falter. Behavioural issues are frequently the symptom, not the cause. The real root lies in how the brain processes and retrieves information.
Learning Begins with Attention
Attention is the gateway to memory. If students are not attentive, they are not learning. And if they are not learning, frustration and misbehaviour can quickly follow.
Understanding working memory, the mental “workspace” where new information is temporarily stored and manipulated, is critical. Teachers who plan with memory in mind can pace explanations, reduce distractions, and design lessons that hold attention.
This is especially important for neurodiverse students and those with limited prior knowledge, where working memory capacity may be quickly overloaded.
The result is learning that sticks, and behaviour that improves as a natural by-product.
If you want to know more about how memory impacts attention, take a look at The Teacher Toolkit: Guide to Memory.
What three things can you do to improve behaviour using memory techniques?
- Keep things simple
Break instructions into manageable chunks. Use clear, simple language. Keep classroom displays uncluttered. Repetition builds confidence rather than signalling failure. - Start with retrieval
Begin lessons with a short recall task. This primes memory, helps students connect new learning to prior knowledge, and gives an immediate sense of achievement. - Make learning explicit
Model every step of a task. Use visuals and worked examples. Teach students to ask metacognitive questions, such as “What do I already know?” and “Where have I seen this before?”
The Takeaway
When lessons are designed to stick, behaviour follows naturally. When teachers and leaders balance routines with cognitive science, classrooms become calmer, more inclusive, and more effective.
We all know that behavioural routines matter, but over time, I’ve found that it’s the quality of learning itself that quietly shapes behaviour more than any rule.
For schools recruiting and supporting new staff, embedding this mindset from the outset is essential. A teacher who understands both behaviour and memory will not only manage their classroom more effectively but will also inspire lasting learning.
