AF: I hope that it will inform metacognitive strategies that teachers, parents, and students themselves can use to support learners’ memory, learning, and cognition. This involves understanding the mechanisms and situations in which learning is most effective, for people of all age groups and with varied working memory and metamemory ability. Working memory and related metacognitive processes are at the root of all information processing and learning. It is broadly agreed that teaching is most effective when it is adapted to suit the needs of individual learners, and this can mean many different things in practice. In this context, it can be helpful to explore variations in the capacity of working memory and how those limitations influence longer-term learning, and to think of ways to strengthen metacognition. Unfortunately, some learning environments send the message to certain learners that they are inherently not very good at specific things, leading them to conclude that they are not ‘smart’. As we seek to design a more inclusive and equitable education system, and ultimately society, it is essential to reflect on the ways in which some learning environments are ill-suited to certain students’ needs. I hope that my research will contribute a piece to the puzzle as we move towards this vision, in collaboration with educators, teachers, parents, and others.