Working memory (WM) underpins learning and is strongly associated with academic achievement. Children with poor WM need support in the classroom, but little is known about teachers’ understanding of WM. An online questionnaire (N = 1425) assessed educational professionals’ understanding of key concepts related to WM. Respondents generally showed some understanding, although most overestimated WM duration. There was also considerable variability in the signs identified as being associated with poor WM and possible strategies to assist such children. This demonstrates the need to provide teacher training about WM, and for collaboration between researchers and teachers in developing support materials.

工作记忆（WM）是学习的基础，并且与学习成绩密切相关。WM较差的孩子需要课堂上的支持，但对于教师对WM的了解知之甚少。一份在线调查表（N  = 1425）评估了教育专业人员对与WM相关的关键概念的理解。尽管多数高估了WM持续时间，但受访者通常表现出一些理解。被确认与不良WM有关的体征也存在很大差异，并且可能有帮助此类儿童的策略。这表明需要为教师提供有关WM的培训，以及研究人员和教师之间在开发支持材料方面的合作。