Retrieval practice, the act of recalling previously taught content from long-term memory, is widely recognised as an effective way to strengthen learning. Understandably, it is often discussed through an academic lens. Yet there is also an important pastoral element: the potential of retrieval practice to support student wellbeing. 

Benefits of retrieval practice

A common misconception is that regular quizzing may harm students' confidence or attitudes to learning. This view often arises when the low-stakes nature of retrieval practice is not well understood. Research has repeatedly shown that retrieval practice can support both learning and well-being. A key study by Agarwal et al. (2014) investigated the impact of retrieval practice on test anxiety in over 1,400 middle and high school students in the United States. The findings revealed: 

• 92% of students reported that retrieval practice helped them learn. 

• 72% said retrieval practice made them less nervous about unit tests and exams.

The authors concluded that retrieval practice not only enhances learning but also reduces test anxiety, recommending its wider use in schools. More recently, Liu et al. (2024) explored the relationship between test anxiety and self-testing. They found that students with high test anxiety sometimes avoid retrieval practice altogether, leaving them at a disadvantage when preparing for exams. This highlights the importance of equipping all learners with supportive strategies that reduce stress and build confidence. 

Many students gravitate towards familiar and popular study strategies such as re-reading, highlighting or underlining. While these methods feel easier, research shows they are far less effective for long-term retention than retrieval or spaced practice (Dunlosky et al., 2013; Hattie and Donoghue, 2021).

By using retrieval practice, students experience more challenge, but over time they also develop greater confidence in what they know and can recall. This is an important message to share across the school community. 

Boosting students' confidence

From my own classroom experience, I have seen how regular retrieval opportunities can boost students' confidence. When learners can recall curriculum content quickly and accurately, they begin to approach tests and exams with greater assurance. This confidence is not coincidental. It is the result of repeated, low-stakes retrieval practice opportunities. To maximise both academic and pastoral benefits, teachers may want to consider the following: 

• Link retrieval practice to pastoral support. This could include using retrieval tasks in tutor time when discussing mental health, wellbeing or exam preparation. 

• Explicitly teach students about the benefits of retrieval practice. Learners should know why retrieval practice works and how to use it independently for revision and study. 

• Involve parents and carers. Explaining what retrieval practice is (and what it is not) can challenge misconceptions and encourage support at home. 

Retrieval practice is not simply a teaching technique to improve memory. When implemented thoughtfully and consistently, it can also reduce test anxiety, build resilience and boost student confidence. For teachers, this dual impact makes retrieval practice a powerful approach, supporting both learning and wellbeing.  

To learn more about memory and learning in the classroom, you can complete the Science of Learning Programme as part of the Great Teaching Toolkit.  

References

Agarwal, P. K., D'Antonio, L., Roediger, H. L., McDermott, K. B., & McDaniel, M. A. (2014). Classroom-based programs of retrieval practice reduce middle school and high school students' test anxiety. Journal of Applied Research in Memory and Cognition, 3(3), 131–139. https://doi.org/10.1016/J.JARMAC.2014.07.002   

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students' learning with effective learning techniques. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266  

Hattie, J. and Donoghue, G.M. (2021) A meta-analysis of ten learning techniques. London: Routledge. https://www.nature.com/articles/npjscilearn201613.pdf?ref=atomi-blog 

Liu, S., Zhao, W., Shanks, D. R., Hu, X., Luo, L., & Yang, C. (2024). Effects of Test Anxiety on Self-Testing and Learning Performance. Educational Psychology Review 2024 36:2, 36(2), 59-. https://doi.org/10.1007/S10648-024-09882-1