Updated EEF Guidance Report: Metacognition and Self-Regulated Learning
Developing pupils’ metacognitive and self-regulatory capacity is still ranked among the most impactful evidence-informed teaching and learning strategies.
In the continually updated EEF Teaching and Learning Toolkit it is judged as ‘high impact... based on extensive evidence’.
Metacognition and Self-Regulated Learning | EEF
Published in November 2025, the EEF’s updated guidance report offers teachers and senior leaders practical advice on the most effective strategies for supporting pupils to develop their metacognitive skills and knowledge. It is based on a broader range of evidence than the previous version – some 355 sources.
Attention is immediately drawn to the usual and valuable Summary of Recommendations tool. However, to engage only with this is to lose the rich detail that is contained in the full report.
The Guidance Report is an accessible read, and is helpfully supplemented with vignettes, examples of practice, reflection points, case studies, explainers and helpful visuals.
It is easy to see how individual sections, linked to each of the recommendations, could be used for a series of staff development sessions, and for the review of current practice. Indeed, Recommendation 7 expands on the processes of effective implementation and staff development:
| Recommendation 7: Schools should develop effective implementation processes to promote metacognition and self-regulated learning. |
Towards the end of the document, and within the Additional Tools section of the online version, is a very useful summary of additional EEF resources that link to the topic.
I have found the Promoting Metacognitive Talk tool particularly helpful for working with Teaching Assistants.
The Scaffolding Framework tool, with its inclusion of verbal, written and spoken scaffolds, linked to the key principle of ‘least help first’ is also very useful.
If you are accessing the guidance on the EEF website, continuing to scroll down to the More to Explore section also gives you access to linked practitioner blogs and EEF podcasts, completing the rich suite of materials that are available to support schools in implementing the recommendations of the report.
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Metacognition is the learner’s ability to be aware of, reflect on, and direct their thinking. Self-regulated learners apply metacognitive strategies to their learning. They demonstrate self-regulation of their learning by managing their motivation, thoughts, and learning behaviours. This can be achieved by setting goals, monitoring and reviewing their progress, and reflecting on their learning processes. |
Read our other Spotlight on Evidence articles here.