A Systematic Realist Review of School-Based Working Memory Training: Understanding Effectiveness, Mechanisms, and Transferability for Improved Academic Performance.

This systematic realist review explores the implementation and effectiveness of school-based working memory training (WMT) aimed at enhancing mathematics and English language. Grounded in the Integrated-Promoting Action on Research Implementation in Health Services (I-PARIHS) framework, the review integrates quantitative synthesis of study-specific effect sizes with qualitative realist synthesis to examine facilitative strategies and contextual factors influencing WMT in diverse educational settings. Quantitative synthesis of 27 studies revealed a modest overall effect (Cohen’s d = 0.24), with WMT showing a stronger impact on mathematics (Cohen’s d = 0.25) than English language outcomes (Cohen’s d = 0.06). Qualitative synthesis, informed by framework analysis, identified key factors shaping WMT’s feasibility and impact. Despite WMT’s potential, challenges like resource availability, technological issues, and variable teacher engagement contribute to inconsistent outcomes. Variability in standardised measures and fidelity reporting hinders comparisons. This review
underscores the need for standardised reporting and contextual alignment to enhance WMT’s adaptability.