Cognitive Load

One compelling example of the power of routine can be found in a North London school, famously branded by the media as "the strictest school in Britain." While such a label carries a degree of sensationalism, what truly defines this school is not its harshness, but its deeply embedded routines. Interestingly, despite its reputation for military-like precision, visitors frequently report that students appear genuinely happy—even appreciative of the structured environment.

To understand this counterintuitive phenomenon, we can turn to Cognitive Load Theory (CLT). This theory, as explained by Shibli and West (2018), suggests that:

“Our working memory—the part of our mind that processes what we are currently doing—can only deal with a limited amount of information at one time.”

In other words, when students must constantly think about what they should be doing next—where to sit, how to enter a classroom, how to transition between activities—their cognitive resources are drained by trivial decisions. However, when routines are taught, practiced, and internalised, these processes become automatic, freeing up students’ working memory to focus on more complex learning tasks.

The benefits extend beyond academics. Successfully completing complex tasks releases dopamine, a neurotransmitter associated with pleasure, motivation, and reward. This creates a positive feedback loop:

1. Clear routines reduce cognitive load.
2. Students can focus on higher-order thinking.
3. Success in learning triggers dopamine release.
4. Dopamine improves attention, memory, and motivation.
5. Motivated students engage more, leading to greater achievement.

This cycle explains why students in highly structured schools often appear happier and more engaged. The sense of predictability and security fosters confidence, allowing students to channel their energy into academic and personal growth rather than navigating uncertainty.

For school leaders, this highlights a critical question: Are routines in their schools consistently applied, and are they embedded deeply enough to become an integral part of the school’s culture? A well-structured environment does not stifle students—it empowers them.