Imagine sending students into years of schooling without ever teaching them how to
learn effectively…we teach mathematics, languages and science but rarely the one skill that determines success across all subjects: how to study.
From day one, schools should actively help students take control of their learning
experience. Study skills are not an academic “add-on”— they are the foundation that
allows students to progress confidently through school and beyond (Meneghetti et al,
There are countless practical study tools available online, from revision strategies to
memory techniques. The problem? The student is left to:
● Understand what the tool is
● Decode how it works
● Teach themselves how to use it
● Implement it immediately across multiple subjects
And they must do all of this while juggling existing school responsibilities,
assessments, homework, social pressures and emotional development.
Expecting students, who are not experts in studying, to independently master a
complex learning mechanism on top of everything else is not empowering. It’s
overwhelming and can be described as: a recipe for disaster.
The goal of teaching study skills is bigger than improving test scores. It’s about helping
students become:
● Efficient learners
● Self-directed thinkers
● Confident problem solvers
● Lifelong learners
We want them to succeed in their personal and professional lives, no matter how they
choose to define success. Studying isn’t just for school; it’s training for life.
Students must understand this early: studying is the process of reviewing and
reinforcing what you’ve already learned in class.
This means attendance and active engagement in school are non-negotiable.
Because if students aren’t showing up to learn the content in the first place, then study becomes the impossible task of teaching themselves entire subjects, again, without expertise, but this time across five, six or more subjects.
And suddenly we’re back to square one: confusion, cognitive overload and frustration.
(It would be understandable at this point for a student to drop-out or disengage).
Hosting structured study skills workshops
within the school environment, where
attendance is expected, communicates something critical:
● This is a skill worth learning
● This is something your school and teachers’ values
● This is something your school expects you to engage with
This encourages continuous practice and engagement, long after the workshop ends.
Additional complimentary super generation supports after the completion of the
workshops shifts study skills from being a one-off lesson to becoming part of school
culture.
Additional ResourceRemember that learning is not passive, it is a skill. Like any skill, the more you practice
it:
● The stronger the neural connections become
● The faster recall gets
● The deeper understanding grows
● The more automatic the process feels
Students should be taught that effort and repetition are the real steps toward
becoming “smarter”, not talent, not luck, not cramming.
Additional ResourceA school day is one of the most stimulating experiences a young brain encounters (Isac et al., 2014). Students are navigating:
● Educational demands
● Social interactions
● Emotional regulation
● Physical movement
● Identity development
Their brains are literally changing daily. This makes it even more important they
understand:
● The value of attention
● The power of goal setting
● The necessity of practice
● That learning requires effort, not just presence
Simply “showing up” is important but it isn’t enough. Their effort is the bridge between
exposure and mastery.
Assessments serve two major purposes:
1. For students → tests reveal how accessible their knowledge is through recall
2. For educators → tests highlight when additional support or resources are
needed
A student has only truly learned something when they can recall the information with
ease. Test results communicate this clearly, and they also help schools identify when
students may need support in areas such as:
● Revision strategies
● Sustained attention
● Motivation and engagement
● Study organisation
Additional Resource: Testing and memory retention
Additional Resource: How state exams helpSo, should schools teach students how to study?
Yes. Early, actively and consistently. Study skills are not just about school success;
they are about life success. The best way to prevent students from drowning in the
pressure of “figuring it all out” is to teach them the skill before they’re expected to
master it.
Additional Resource (time management, reading and note-taking: significant
relationship with academic achievement)
