Nathan Bessant, Director of Studies
Effective study habits are crucial for academic success. Further than this, they also underpin a healthy sense of wellbeing, as students gain greater success and certainty in their day to day lessons. But developing effective study habits are learned behaviours and often require specific, explicit instruction to be put in place early in a student’s high school journey. These habits should begin in Year 7, as students engage with increasingly complex curriculum material.
While we do this hard work building positive habits with students in class each day, it is helpful for all those who are supporting a young person to understand the important principles of effective study so they can assist, direct and advise students.
Understanding How We Learn
The starting place for any discussion on effective study habits is considering how the brain works. One model that is helpful to understand is Cognitive Load Theory, developed by educational psychologist John Sweller, provides valuable insights into effective learning. This theory explains that our working memory has limited capacity, and when overloaded, learning becomes difficult. Research by Kirschner and colleagues (2018) demonstrates that breaking information into manageable chunks and spreading study sessions over time significantly improves retention compared to cramming.
Students should be studying regularly in smaller amounts to be most effective.
The “Forgetting Curve,” first described by Hermann Ebbinghaus in the late 19th century, shows that without reinforcement, we rapidly forget newly acquired information. Modern research by Dunlosky and colleagues (2013) confirms that spaced repetition—reviewing material at increasing intervals—dramatically flattens this curve. For Year 7-9 students, this translates to brief, regular review sessions being far more effective than occasional marathon study sessions.
Students should be reviewing content at regular intervals (the night after they learn something, the next day, a week later and a month later) to consolidate their knowledge.
Structured Study Environment
Research by Pintrich and De Groot (1990) highlights the importance of creating dedicated study spaces free from distractions. This becomes increasingly important as students begin to use digital devices for learning, and is a good reason for our smart phone ban here at school.
Practical Strategies for Success
Strategic Organisation
Teaching students to use planners, set specific goals, and break assignments into smaller tasks helps manage cognitive load. A study by Zimmerman (2002) found that self-regulated learners who plan their approach to learning consistently outperform their peers. Our new diary is designed to support students in their organisation, and more improvements will be made in the coming years.
Active Learning Techniques
Passive re-reading is one of the least effective study methods. Instead, techniques like practice testing and elaborative interrogation (asking “why” and “how” questions) have been shown by Dunlosky’s research to significantly enhance learning outcomes. Pushing students away from highlighting and towards practice questions is effective.
Balance and Well-being
Quality sleep, physical activity, and proper nutrition are essential components of effective learning. Research by Dewald et al. (2010) demonstrates that adolescents with better sleep quality show improved academic performance across subjects.
Building Long-term Success
By helping our students develop these evidence-based study habits early in their secondary education, we equip them with skills that extend well beyond classroom success. These approaches foster independence, resilience, and a growth mindset that will serve them throughout their educational journey at Frensham and beyond.
Parents play a vital role in supporting these practices by helping maintain consistent routines and encouraging balanced approaches to study and wellbeing.
References
Dewald, J. F., Meijer, A. M., Oort, F. J., Kerkhof, G. A., & Bögels, S. M. (2010). The influence of sleep quality, sleep duration and sleepiness on school performance in children and adolescents: A meta-analytic review. Sleep Medicine Reviews, 14(3), 179-189.
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58.
Kirschner, P. A., Sweller, J., Kirschner, F., & Zambrano, J. (2018). From cognitive load theory to collaborative cognitive load theory. International Journal of Computer-Supported Collaborative Learning, 13(2), 213-233.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64-70.