When Students Freeze at the Page: Writing Through the Lens of Working Memory

Wow—it’s only the first week of September, and I’ve already heard from two different coaches about their students’ struggles with writing. Honestly, I’m not surprised. As an Executive Function coach, I often get referrals specifically for writing support, and here’s why: writing relies on every part of working memory.

Imagine this: A student walks into class and is given a prompt—
“Write a short paragraph about your favorite summer activity.”

At first glance, that seems simple. But let’s pause and step inside that student’s brain.

They’re thinking: “Was my favorite part the beach trip? Or maybe camp? But wait, the birthday party was pretty fun too…”

Suddenly, the act of choosing becomes overwhelming. They may stall right here—not because they can’t write, but because their working memory and processing speed are already maxed out.

The Science Pause – Baddeley’s Theory of Working Memory

Here’s where the brain science matters. Alan Baddeley’s model of working memory shows us that WM isn’t just about “remembering things for a moment.” It’s a system with multiple parts:

• The phonological loop – holding words, sounds, and phrases in mind

• The visuospatial sketchpad – storing and manipulating visual images or spatial ideas

• The central executive – directing attention, choosing strategies, and coordinating the flow

• The episodic buffer – pulling it all together into coherent meaning
  
  

Now, apply this to writing:

• Choosing what to write about (central executive).

• Holding onto ideas and phrases (phonological loop).

• Visualizing how the piece will look on paper (visuospatial sketchpad).

• Weaving the whole narrative together (episodic buffer).

It’s no wonder writing can feel so hard for students with executive function challenges—every single channel of working memory is in play.

Changing the Starting Point

Now let’s revisit that same student—only this time, their teacher gave the writing prompt ahead of time.

Instead of being ambushed in class, the student spent the evening before sifting through memories. They decided: “Yes, the birthday party was the highlight of my summer.”

By the time they sit down to write, they’ve already rehearsed some sentences in their mind. Their working memory isn’t starting from scratch—it’s already warmed up.

This simple shift makes an enormous difference. And here’s the best part: it’s an accommodation that’s easy to add to a 504 plan or IEP. Teachers often plan lessons weeks in advance. Giving a prompt 24–48 hours early requires almost no extra work but can dramatically change a student’s writing experience.

But the Challenge Isn’t Over…

Even with extra time to plan, the student still faces another hurdle: getting ideas from brain to paper.

This means holding onto:

• The main idea (content)

• The words to express it (spelling, phrasing)

• The structure of sentences (syntax)

• The order of sentences and paragraphs (organization)

All at once.

Think about it: while a student is trying to spell the word “birthday,” their working memory also has to remember what comes next in the sentence. That’s a lot of juggling—and it explains why many students lose their train of thought halfway through.

And remember, we haven’t even touched on grammar, punctuation, or editing yet.

What This Means for Coaches & Educators

As educators and coaches, we often see writing as a “basic” skill—think of an idea, put it on paper. But for our students, especially those with executive function challenges, writing is layered with complexity.

Practical takeaways:

• Give prompts early – reduces overwhelm and frees up working memory for the act of writing.

• Chunk the task – break writing into steps: idea → outline → sentences → edit.

• Offer external memory supports – graphic organizers, speech-to-text, or brainstorming tools.

• Validate the effort – remind students that if writing feels exhausting, it’s because their brain is doing a lot of heavy lifting.

Wrapping Up the Story

Our student who struggled at first eventually did complete their paragraph—one sentence at a time. The breakthrough wasn’t about content knowledge. It was about understanding their brain, supporting their working memory, and giving them the right scaffolds to succeed.

Writing is never “just writing.” It’s an executive function workout. And when we see it that way, we can meet students where they are—with strategies that actually work.

👉 For coaches and educators: I’ll be diving deeper into Baddeley’s model of working memory and sharing practical writing strategies at this month’s Strategist Training Call.

This training is one of the exclusive perks for our Executive Function Strategists—a community of coaches, tutors, and educators who are part of our Mastering Executive Function Course Community. 

The good news? You don’t have to wait. We just opened a new cohort this week, and you can still join us. Once you’re enrolled, you’ll unlock access to every Strategist Call (including this one!) plus a wealth of tools and resources designed for specialists working with unique brains.

course link here :)