by Andrea Ben, Principal of King David Ariel
Remedial education has long faced an important challenge: how do we help struggling learners not only catch up academically, but also develop the thinking skills they need for long-term success? Cognitive education offers a powerful response by focusing not only on what children learn, but on how they think, process information and approach learning.
In a primary school remedial setting, many learners experience difficulties with attention, memory, processing, planning, problem-solving, organisation and flexible thinking. These challenges can affect academic progress and, over time, may impact confidence and a child’s willingness to engage with learning. Cognitive education addresses these underlying skills directly, helping learners become more aware of their own thinking and more intentional in their approach to learning.
Rather than simply providing additional practice in areas of difficulty, cognitive education teaches learners strategies for thinking. Children are encouraged to pause, consider, plan, make connections, identify patterns, reflect on their choices and evaluate their own work. These skills are transferable across subjects and, importantly, beyond the classroom.
One of the greatest strengths of cognitive education is that it promotes independence. In a traditional remedial approach, an adult may provide significant support to help a child complete a task. A cognitive approach gradually shifts this responsibility to the learner. Instead of asking, “What is the answer?”, we encourage questions such as, “What do I already know?”, “What strategy could I use?”, “What do I need to do first?” and “How can I check my thinking?”
This metacognitive approach helps children understand themselves as learners. They begin to recognise their strengths, identify areas of difficulty and develop strategies to overcome challenges. For children who have experienced repeated academic frustration, this can be transformative. Success is no longer measured only by getting an answer correct, but also by developing a more effective way of approaching the task.
Cognitive education also complements the nurturing environment of a remedial school. Small classes and individualised support provide opportunities for educators to observe how learners think and to tailor instruction accordingly. Teachers can explicitly model thinking processes, provide guided practice and gradually remove support as learners become more confident and capable.
Ultimately, cognitive education is about equipping children with tools for life. Academic knowledge remains essential, but learners also need the ability to think critically, solve problems, manage challenges, adapt to new situations and reflect on their learning.
In a primary school remedial environment, this approach moves education beyond simply addressing learning gaps. It builds the cognitive foundations that enable children to become more confident, capable and independent learners. When we teach children not only what to learn, but how to think, we give them skills that can continue to support them long after they leave the classroom.
