Teachers are constantly searching for strategies that genuinely improve learning without creating an unsustainable workload.

Retrieval practice has become one of the most widely discussed evidence-informed approaches in education, with research consistently showing that regularly recalling information strengthens long-term memory and improves retention.

But what does retrieval practice look like when implemented across an entire secondary school?

A recent study by learning platform Brainscape explored the impact of structured retrieval practice in a large UK secondary academy. While the school remains anonymous, it provides an interesting example of how technology can support learning habits, revision and knowledge retention at scale.

The School Context

The study was conducted in a large girls’ secondary academy in England with approximately 1,400 students aged 11-18, including a substantial sixth form.

Like many schools, leaders were looking for ways to improve independent study habits, strengthen retrieval practice and help students retain knowledge over time. They were particularly interested in finding approaches that students could use both in lessons and independently outside school hours.

While every school context is different, the size and structure of this school mean many secondary teachers and leaders will recognise the challenges it faces.

Why Retrieval Practice Matters

One of the biggest challenges in education is helping students remember what they’ve learned.

It’s not enough for students to understand a concept during a lesson. Unless that knowledge is revisited and actively recalled, much of it can be forgotten surprisingly quickly.

Retrieval practice addresses this problem by encouraging students to regularly recall information from memory rather than simply rereading notes or highlighting textbooks.

Research suggests retrieval practice can:

• Improve long-term retention
• Strengthen understanding of key concepts
• Help students identify knowledge gaps
• Increase confidence during assessments
• Support independent learning habits

The challenge for many schools is implementing retrieval practice consistently across year groups and subjects without significantly increasing teacher workload.

How the School Approached Retrieval Practice

According to the study, the school used digital flashcards and spaced repetition techniques to encourage regular review of key knowledge.

Students were able to revisit content multiple times over extended periods, helping to move information from short-term memory into long-term memory.

The approach aimed to:

• Encourage regular revision rather than cramming
• Build stronger independent study routines
• Give students immediate feedback on their understanding
• Help teachers reinforce core curriculum knowledge

Importantly, the technology was not intended to replace teaching. Instead, it acted as a tool to support and extend classroom learning.

What the School Found

The study highlighted several positive outcomes.

Students reported that the structured approach helped them feel more organised in their revision and gave them a clearer understanding of what they knew and what required further attention.

Teachers observed increased engagement with retrieval activities and found that students were more likely to revisit previously taught material.

Perhaps most importantly, the school found that students were developing more effective revision habits. Rather than relying solely on last-minute preparation, they were engaging with content more regularly throughout the academic year.

While every school should evaluate new initiatives carefully and consider their own context, these findings align with a growing body of educational research supporting retrieval practice and spaced repetition.

What Teachers Can Learn

The most valuable lesson from this case study isn’t necessarily about a particular platform.

It’s about the principle; schools that successfully embed retrieval practice tend to focus on creating consistent opportunities for students to revisit and recall knowledge over time.

Whether that happens through digital tools, low-stakes quizzes, knowledge organisers, flashcards or classroom questioning, the key is consistency.

Teachers do not need to completely redesign their curriculum to benefit from retrieval practice, as small changes can often make a significant difference.

Examples include:

• Starting lessons with retrieval questions
• Revisiting prior learning regularly
• Encouraging self-testing rather than passive revision
• Using cumulative quizzes
• Teaching students effective revision strategies

The Workload Question

One concern many teachers have is whether implementing retrieval practice creates additional workload.

The reality is that any new initiative requires planning and implementation. However, many schools find that once systems are established, retrieval activities can become embedded into existing teaching routines.

Technology can also reduce administrative burden by automating aspects of quizzing, tracking and revision scheduling.

The key consideration should always be whether a strategy improves learning outcomes without creating unsustainable demands on staff.

Three Takeaways for School Leaders

1. Focus on habits, not just resources

Effective retrieval practice is less about having the perfect tool and more about helping students develop regular study habits.

2. Make revision an ongoing process

Students often perform better when revision becomes part of everyday learning rather than a response to upcoming exams.

3. Start small and scale gradually

Successful implementation usually begins with a small pilot before expanding across departments or year groups.

Frequently Asked Questions

What is retrieval practice?

Retrieval practice is the process of actively recalling information from memory. Examples include quizzes, flashcards, self-testing and classroom questioning.

Does retrieval practice improve learning?

Research suggests that regularly recalling information strengthens memory and improves long-term retention.

What is spaced repetition?

Spaced repetition involves revisiting information at increasing intervals over time to improve retention and reduce forgetting.

Do students need technology for retrieval practice?

No. Retrieval practice can be implemented using paper-based quizzes, flashcards, questioning and knowledge organisers. Technology can help scale and automate the process.

Is retrieval practice suitable for secondary schools?

Yes. Retrieval practice can be adapted for all age groups and subjects and is particularly effective when embedded consistently across the curriculum.

Final Thoughts

This case study provides another example of how schools are exploring evidence-informed approaches to improve learning and retention.

While no single strategy is a silver bullet, retrieval practice continues to demonstrate promise as a practical, research-backed approach that can support both classroom teaching and independent study.

For schools looking to improve revision habits, strengthen long-term retention and encourage more effective learning behaviours, retrieval practice remains well worth exploring.

Visit Brainscape to learn more.