Professor Susan Gathercole is a distinguished research psychologist and leading authority in cognitive development and working memory research with profound implications for educational practice. She currently serves as MRC Research Professor at the University of Cambridge and previously directed the MRC Cognition and Brain Sciences Unit from 2011 to 2018, establishing herself as a pivotal figure in bridging cognitive science with classroom applications. With a career spanning over three decades, her methodological rigor and innovative approaches have fundamentally shaped research agendas in understanding learning difficulties among school-aged children. Her foundational work in cognitive psychology has focused on identifying and addressing working memory challenges that significantly impact academic performance in mainstream educational settings, earning her recognition as a world leader in translating theoretical insights into practical educational tools.
Professor Gathercole pioneered the first large-scale study of children with working memory problems in mainstream schooling, establishing standardized assessment methods that have become essential diagnostic instruments used by educators worldwide. Her groundbreaking research demonstrated how working memory limitations directly affect learning outcomes and developed evidence-based intervention strategies that have been implemented across thousands of classrooms internationally with documented improvements in academic performance. The working memory training program she co-developed represents a significant advancement in educational psychology, effectively translating cognitive theory into classroom practice while addressing executive function challenges in children with reading difficulties. Her systematic investigations have revealed critical connections between working memory capacity, inhibitory control, and academic achievement, providing educators with reliable methods to identify and support students with specific learning needs through behavior observation and classroom performance metrics.
Beyond her research contributions, Professor Gathercole has been instrumental in developing comprehensive outreach materials that facilitate global access to working memory research and practical implementation strategies for educational professionals. She has led major initiatives including field trials across diverse school settings and professional development workshops that bridge the gap between cognitive science research and educational practice, influencing policy recommendations for identifying children with working memory problems. As a Fellow of the British Academy and recipient of an OBE for services to psychological science, her leadership continues to shape educational approaches through involvement with the CALM cohort study and ongoing research at the MRC Cognition and Brain Sciences Unit. Professor Gathercole remains dedicated to advancing accessible frameworks that empower educators to implement evidence-based strategies supporting students with diverse cognitive learning profiles, ensuring her research maintains significant real-world impact across educational contexts worldwide.
