ADHD in the Classroom: An Evolving Challenge for Parents and Teachers

There is no avoiding the fact that everything about ADHD is controversial. Some claim that Attention Deficit Hyperactivity Disorder (ADHD) is a legitimate challenge preventing many children from keeping up with their peers at school and acting as a barrier to success. Others claim that it is merely giving poorly behaved children with little self-control, and their parents, a medical label to hide behind. Some believe that those who exhibit behaviour associated with ADHD should be treated with medication in order to best control their behaviours and limit their impact on others, while others believe that this is unnecessary medication for what are, essentially, normal childhood behaviours.

Whichever side you stand on, there is no denying that, in recent years, ADHD has become more and more of a challenge for classroom teachers in the UK and the staff that support them. A cursory glance around the internet demonstrates how prevalent the ADHD discussion has become. Medical websites, mental health charities, and ADHD-specific organisations all provide advice about dealing with the symptoms of ADHD in schools. Indeed, many schools themselves, particularly in the private sector, market their specific abilities to work with children with ADHD and accommodate their special educational needs. Tutoring companies receive myriad requests from parents of children with ADHD for help keeping their children caught-up in school and combating problems with focus and attention.

The Growing Impact on Teachers

But whether you believe ADHD is a legitimate behavioural challenge or not, teachers in schools are having to cope with the consequences of ADHD’s increased presence in educational discourse. What does this mean for teachers in the classroom?
Harman, a Year 2 teacher in Haringey, feels relatively lucky. ‘To be honest, I’ve not had many students whose parents claimed that they had ADHD, but I know some of my colleagues have. As a primary teacher, we’re in a difficult position because there is already so much that we’re meant to be looking out for…When we are teaching kids to read we are meant to be looking out for signs of dyslexia. I’ve got plenty of children in my class who don’t speak English at home, which creates another set of challenges. It’s a long list. When you have to worry about ADHD as well, it can put a lot of pressure on an already challenging situation.’

When children are as young as Harman’s, it can often be difficult to distinguish between normal behaviours and ADHD. ‘When they tell you about looking out for ADHD,’ she says, ‘ they’re telling you to look out for things that kids mostly do anyway…like being unable to sit still or not being able to focus on one thing for an extended period.’
These criteria are all relative, and guidance can be vague. For instance, guidance issued by the Department of Education in Northern Ireland states that ‘ADHD cannot be…caused by environmental factors such as diet, parenting or education. However, we must remember that environmental factors can influence every child and so are still important.’ Thus, environmental factors are central, but not causal. It becomes easy to understand how teachers can feel lost.

Normal vs. Concerning Behaviours

Some children can focus for longer periods than others in their same age group, and indeed, the younger children within a year group are more likely to be labelled as attention-deficit, as are boys, who develop later than their female peers. Practical guidance for schools often instruct teachers to look for students who are often off task, make careless mistakes, appear disinterested, can’t focus or maintain effort, are disorganised, are talkative, shout out answers or interrupt, can’t wait their turn, are restless, etc. At what point do these normal childhood behaviours, which every child, particularly very young children, exhibits at some point or another, become present to an inappropriate or significant degree?

The Risk of Misdiagnosis and Over-Labelling

Jamie, who teaches Year 6 in Tower Hamlets, feels that teachers are being unfairly burdened. ‘Look, I’ve read all the guidance, and if people who are a lot smarter than me are saying that ADHD is the result of some kind of chemical imbalance in the brain then I believe them. I have a hard time, though, believing how many kids actually have it. Most of the time, I feel kids in my classes who claim that they have ADHD don’t actually have a diagnosis to back that up, its just something that their parents have told them over and over again as a way of explaining bad behaviour that they can’t control or don’t want to take responsibility for. They’re clever. By the time they get to me they’ve learned that if they say they have ADHD they can get away with things other kids would get in trouble for.’
Jamie contends what many have long suspected. While in a strict medical sense, ADHD should only be a diagnosis reached after consultation with a number of doctors and specialists, the subjective nature of the condition, as well as a reliance on those who see the child most (parents, teachers, carers, etc.) for a determination of what is normal, leads to many children being labelled ADHD whose behaviour is actually explainable by any number of other factors, including home environment, age, gender, diet, or amount of physical activity. Many children who exhibit behaviours associated with ADHD eventually grow out of these behaviours as they mature, throwing any initial diagnosis into severe doubt.

Indeed, questions have been raised about whether a broadening of the definition of what ADHD is in recent editions of the most common diagnostic manual (American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders) has led to over-diagnosis, wherein very mild or moderate symptoms are slapped with the ADHD label.

The Role of Parenting and Home Environment

Jan Heller, a former teacher in the United States with more than 30 years of experience, believes that parents need to take more responsibility. ‘Sugary and fatty diets, lack of sleep, lack of exercise…all of it contributes. When I first started teaching, if a child came to me behaving in a way that we would now associate with ADD, I would have perhaps advised the parents that they needed to get more sleep…I obviously can’t speak for the UK, but here, teachers are dealing with so much. Class sizes are a lot bigger than they used to be, the shape and size of families is different, children are exposed to different influences. There needs to be a more honest dialogue between teachers and parents regarding child behaviour, what is normal, and why it happens. Otherwise, schools get lumbered with these behaviour issues in a way that is quite unfair.’

Solutions in the Classroom

The problem of over-medicalising child behaviour is much less prevalent in the UK than in the United States, but similar trends are emerging. For teachers and schools, the best approach seems to be twofold. Harman, teaching year two, believes that more resources solve the problem. ‘The smaller the groups are the easier it is to handle children whose behaviour is a little more challenging. Smaller classes would be great, but I don’t really see that happening. It seems more realistic to make sure that, for younger children, there are enough teachers and teachers’ aides in a classroom to give the children that need it extra help.’

For Jamie, teaching year six, the solution lies elsewhere. ‘Parents and students need to take responsibility for the way they behave. As the kids get older they should be held to account for the way that they behave and the way that it affects the other kids in their class. And when parents are confronted with the poor ways their kids are behaving, the solution shouldn’t be to just say ‘Oh, well, he’s got ADHD.’ That’s not an excuse. I’m not saying that if there is a genuine issue there that I wouldn’t do whatever I could to help, or that schools shouldn’t give extra assistance. But I’ve taught enough kids to know when it’s genuinely ADHD or if, actually, they just have a problem with authority or can’t control themselves.’

Identifying the Signs of ADHD in Children

If you’re a parent and you believe that your child might be struggling with ADHD, the first step is observation. Some common signs include:

• Persistent difficulty focusing or paying attention

• Impulsivity or acting without thinking

• Difficulty following instructions

• Excessive talking or fidgeting

• Inability to sit still, even in quiet or structured environments

• Disorganisation or forgetfulness

It’s also important to consider context: Are these behaviours consistent across home, school, and social settings? Are they having a significant impact on learning, relationships, or daily life?

Steps to Take if ADHD is Suspected

First and foremost, eliminate other possibilities. Try changing your child’s routine to ensure they are getting enough sleep. Or monitor their diet closely; balanced diets high in fruits, vegetables, whole grains, and lean proteins help manage ‘sugar spikes’ and promote the ability to focus. Also, talk to your children! Many of the behaviours associated with ADHD can be a mask for emotional difficulties or a reaction to bullying, and many young people will not volunteer that sort of information.

Once all other possibilities have been exhausted, the NHS recommends that you turn to your GP, who may recommend or refer specialist services such as child psychiatrists or other mental health professionals. Parenting guidance and courses may also be offered, aimed at helping use behavioural techniques to manage or change a child’s behaviour, with or without an official ADHD diagnosis.

Resources and Support

Websites such as  www.livingwithadhd.co.uk, www.addiss.co.uk, and www.youngminds.org.uk can also provide additional information about symptoms, treatment, and management should non-medical solutions fail to address the problems. These resources can help you navigate the medical environment, as well as provide advice and guidance on working with your child’s condition, and framing the discussion with those who work closely with them, such as teachers.

Final Thoughts

Teachers and schools are accustomed to working with children with any number of difficulties. ADHD is not, and should not be, the catch-all excuse for behavioural or attention issues in children. However, if you have received a confirmed diagnosis from the relevant clinicians, it is important to keep your school and teachers informed and involved. This will allow them to aid your child in the most effective way possible, and to provide the best support available.

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Exams can be a stressful time for students, but with the right revision strategies, preparation can become more efficient and effective. Many students struggle with where to start, how to structure their study time, and which techniques work best. This guide provides ten proven revision tips that can help students maximise their learning, stay motivated, and feel more confident going into their exams. From creating a structured timetable to using past papers and taking regular breaks, these strategies are designed to improve focus and retention while reducing exam stress. Whether your child is preparing for GCSEs, A-Levels, or entrance exams, or end of term tests these practical tips can make a significant difference in their performance and overall well-being. Before hiring a tutor check that you have all these tips covered.

1. Prioritise Focus Over Hours

Quality matters more than quantity when it comes to revision. Many students believe that spending hours staring at a book equates to effective studying, but without concentration, this time can be wasted. Short, focused study sessions of around 25–40 minutes, followed by a 5–10-minute break, can be far more productive than endless hours of passive reading. The key is active engagement—taking notes, summarising information, and testing oneself.

Minimising distractions is essential. Mobile phones and social media can significantly disrupt focus, so consider putting the phone in another room or using apps like Offtime and Forest to block distractions. Some students benefit from background noise, like instrumental music or white noise, while others need complete silence. Experimenting with different focus techniques can help students find their optimal study conditions.

2. Use Past Papers Effectively

Past papers are one of the most valuable revision tools available. They help students familiarise themselves with the format and types of questions they will encounter in their exams, reducing anxiety and improving confidence. Working through past papers under timed conditions is a great way to refine time management and identify areas that need improvement.

Many exam boards for GCSE and A-level such as Edexcel, AQA, Edexcel and Eduqas provide free access to past papers and mark schemes on their websites. For entrance exam papers refer to our dedicated page with hundreds of past papers. Reviewing mark schemes is just as important as completing the papers, as it helps students understand how marks are awarded and what examiners look for in responses. Additionally, self-marking or discussing answers with a tutor or teacher can highlight common mistakes and areas for further revision.

3. Create a Balanced Revision Timetable

A well-structured revision timetable is essential for covering all subjects and avoiding last-minute cramming. Many students tend to revise subjects they enjoy or find easier, neglecting weaker areas. A balanced timetable ensures that all topics receive adequate attention. Planning revision in advance also reduces stress and makes the workload feel more manageable.

Mornings are often the best time for tackling difficult subjects since concentration levels are at their peak. Encourage students to mix subjects throughout the day to maintain variety and interest. For example, pairing a more challenging subject like Maths with a preferred subject like English can keep motivation high. Using apps like My Study Life or pen-and-paper planners can help students stick to their schedules.

4. Incorporate Rewards and Breaks

Revision can be mentally draining, and students need to look after their well-being during exam season. Scheduling rewards and enjoyable activities can make the process less overwhelming and provide motivation to stick to a study plan. A simple reward system—such as a favourite snack after completing a study session, or an hour of free time after a productive afternoon—can make a big difference.

Breaks should also be planned strategically. Short breaks every 30–40 minutes help prevent fatigue, and longer breaks for socialising, exercise, or relaxation can improve focus in the long run. Encouraging activities like a walk in the park, a trip to the cinema, or even just listening to music can help students recharge and return to their studies feeling refreshed.

5. Consider Personalised Support

For students struggling with certain subjects or topics, personalised tuition can provide the extra support needed to boost confidence and improve performance. A tutor can identify weak areas, provide tailored explanations, and offer strategies to approach difficult questions. This is particularly useful for students aiming for top grades or those who experience exam anxiety.

Many students waste valuable time during exam leave struggling with concepts they do not understand. A few one-to-one sessions with a tutor can clear up confusion quickly and allow students to focus on effective revision. Whether in-person or online, professional tutoring provides structured guidance and personalised feedback, making study time more efficient.

6. Use Effective Study Tools

The right study tools can make revision more engaging and effective. Colourful notes, highlighters, flashcards, and mind maps help students organise information visually, which can enhance memory retention. Flashcard apps like Anki or Quizlet are particularly useful for quick recall of key concepts and definitions.

Encouraging neat and organised notes can also make revisiting material easier. Some students find that rewriting and condensing notes helps reinforce their understanding. Others benefit from voice recordings or summary videos. Finding the right tools that suit an individual’s learning style can significantly enhance revision efficiency.

7. Take Regular, Structured Breaks

Research suggests that studying in short, focused sessions with regular breaks enhances concentration and retention. The Pomodoro Technique—25 minutes of study followed by a 5-minute break—is a popular and effective approach. Longer study sessions should include a 10–15-minute break every hour to prevent mental fatigue.

Physical activity during breaks can boost brain function and reduce stress. Encourage students to go for a walk, do some stretching, or engage in a quick workout. Even a change of scenery, such as stepping outside for fresh air, can improve focus when they return to their studies. Avoiding excessive screen time during breaks is also recommended to prevent eye strain and mental exhaustion.

8. Identify Your Child’s Learning Style

Every student learns differently, and understanding their preferred learning style can enhance revision efficiency. Some students are visual learners and benefit from diagrams, mind maps, and colour-coded notes. Others are auditory learners who remember information better by listening to recordings or discussing topics aloud. Kinesthetic learners, who learn best through hands-on activities, might find interactive exercises, writing summaries, or using a whiteboard more effective.

Encouraging students to experiment with different learning techniques can help them discover what works best. For example, recording themselves explaining a topic and listening back to it can be helpful for auditory learners, while using spaced repetition flashcards can be beneficial for those who need frequent recall practice.

9. Explore Group Revision and Courses

While some students prefer studying alone, others benefit from collaborative learning. Group revision sessions can be a great way to reinforce knowledge through discussion and peer teaching. Explaining a concept to someone else is one of the most effective ways to solidify understanding.

Revision courses, either in-person or online, provide structured support and expert guidance. These courses often focus on exam technique, helping students develop the skills needed to answer questions effectively under timed conditions. If your child enjoys learning in a group setting, a revision course may be a good investment.

10. Have an Exam-Day Strategy

A well-prepared exam strategy can make a significant difference in performance. Encourage students to get a good night’s sleep before their exam, eat a nutritious breakfast, and arrive at the exam venue with plenty of time to spare. Staying calm and confident is crucial—last-minute cramming can often do more harm than good.

Time management during the exam is key. Students should allocate their time wisely, ensuring they leave enough time to check their answers. For essay-based subjects, structuring responses before writing can help maintain clarity and coherence. In multiple-choice or short-answer questions, it’s essential to read instructions carefully and not rush through the paper.

After the exam, encourage students to move on and focus on the next subject rather than dwelling on what went wrong. Exams can be stressful, but a strong strategy can help students stay composed and perform at their best.

For additional strategies on effective revision, visit Cornell University’s Learning Strategies Center and North Carolina State University’s Study Skills Resources.

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Effects on Students’ Learning

Let’s start with the pros:

Increased Access to Learning Support

Before AI Chatbots and ChatGPT students could access the internet, ask their teachers/lecturers during school hours or even take up reference with a text book. After school some students have the support of a tutor. Now learners have this super powerful tool that provides detailed answers to questions within seconds. Whether that be an explanation of how to factorise quadratic equations in maths or help with how Shakespeare presents Lady Macbeth in a text extract, learners can now call on the support of ChatGPT.

On-demand access to explanations, resources, and examples, which can fill knowledge gaps quickly across any subject or topic. This makes learning more accessible, especially for those who may not have immediate access to a teacher or tutor.

Improved Independent Learning:

Students may wish to further their interest within a topic or subject or ask for further clarification to deepen understanding. For example one of our students used ChatGPT to ask “Assigning the numbers 1-5 to the following calculation ab x cde how can I deduce that 52 x 431 is larger than 53 x 421 without having to actually carry out the calculation.” AI was able to explain to the learner in an instant and with perfect clarity.Tools like ChatGPT encourage topic or subject. Questions like “Assigning the numbers 1-5 to the following calculation ab x cde how can I deduce that 52 x 431 is larger than 53 x 421 without having to actually do the calculation”.

AI Chatbots such as ChatGPT encourage self-directed learning by allowing students to explore topics and get answers without human assistance. This can empower them to learn at their own pace.

OK so we have a couple of positives but we can’t help but hear about the negatives of AI and how it may transform our lives into a future dystopia. So let’s see what the drawbacks are for students learning with ChatGPT:

Risk of Over-Reliance

Some students may find it all too tempting to input their essay assignment into ChatGPT and simply copy and paste the result. Such tasks set by teachers and tutors are there to help consolidate learning from lessons, develop the students understanding of a subject or topic. Should learners engage too much with AI and not think about the problems that they are solving or engage in critical thinking over dependence on AI will impede the students ability to expand their knowledge.

Teachers and tutors are advising their students, especially in essay based subjects, to test their work with an AI checker. This should help to avoid plagerism and guide students to sensible use of chatbots.

To summarise here some students may become overly dependent on AI tools, bypassing critical thinking or problem-solving and using AI to complete assignments rather than engaging and thinking with their learning material.

Varied Depth of Understanding

During a lesson a tutor can ask questions from the student to continually assess understanding and adjust their teaching accordingly. ChatGPT answers questions asked of it – it is unable to assess a students understanding.

While ChatGPT can provide detailed explanations, it lacks the ability to dynamically assess a student’s understanding and adapt explanations in the way a skilled tutor can.

Focus on Conceptual Learning

Whilst it is tempting to input a question into an AI Chatbot students may accept the answer without thinking it through. An advanced learner would ask further questions to further their level of understanding. For example, a recall of Pythagoras’ theorem may be helpful, however, they would need to know how to apply the formula. We asked ChatGPT “what is the formula for Pythagoras’ Theorem?” and the response was:

“The formula for Pythagoras’ Theorem is:

a^2+b^2=c^2

Where:

• a and b are the lengths of the two legs of a right triangle.
• c is the length of the hypotenuse (the side opposite the right angle).

This theorem applies only to right-angled triangles.”

The response is very sound, however, students would still need to be able to apply the formula to any given geometric problem. Further questioning and reviewing of examples of Pythagoras’ Theorem would be advisable.

To summarise students often use ChatGPT for quick answers but may not always focus on depth of understanding of concepts, which can hinder long-term retention.

Effects on Demand for Tutoring

ChatGPT is proving to be a very capable learning tool for students so could it replace teachers or tutors? Let’s consider in further detail just how the the demand for tutors could be affected by AI.

Shift in Tutoring Focus

The role of tutors is evolving from providing answers to helping students interpret and critically evaluate AI-generated content. Tutors are increasingly focusing on teaching problem-solving, higher-order thinking, and application of knowledge.

Increased Demand for Personalised Support

While AI is good for general queries, many students still seek personalised guidance that caters to their unique needs, learning styles, and emotional support, which AI cannot replicate.

Decline in Routine or Basic Tutoring

Demand for tutoring for routine skills or straightforward problems might decrease as students turn to AI for quick solutions. However, tutors specialising in advanced subjects such as STEM subjects, A-level Maths and GCSE Computer science or exam strategies may still see strong demand. Hampstead & Frognal Tutors has witnessed continued demand for the Arts subjects such as GCSE English Literature, History and A-level Politics despite the rise in demand of more students taking STEM subjects.

Tutors as Coaches for AI Use

Some tutors are now helping students learn how to effectively use tools like ChatGPT as part of their learning process, ensuring students use these tools responsibly and effectively. For example, one of our 11+ maths tutors was teaching how to divide 6.48 by 0.6 using the method of multiplying both numbers by a power of 10. Following the lesson ChatGPT was able to produce 20 similar questions as a homework exercise in a matter of seconds. The technology is not only helping students become better learners but teachers are improving their practice with the use of AI technology.

Increased Focus on Accountability

With concerns over plagiarism and misuse of AI, some students and parents are turning to tutors to ensure that students genuinely understand the material and can apply their knowledge in assessments.

Conclusion

While ChatGPT can supplement learning and reduce the need for routine tutoring, it cannot fully replace the personalised, adaptive, and empathetic role of a tutor. The demand for tutoring is shifting, with a growing emphasis on advanced learning, critical thinking, and responsible AI use, rather than just rote learning or basic problem-solving. This suggests a complementary role for AI and human tutors in education rather than direct competition.

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Useful resources:

• OpenAI’s Overview of ChatGPT: A beginner-friendly introduction to what ChatGPT is and how it functions. Ideal for readers new to the concept.
• Digital news and research magazine Edsurge has an interesting article on the best and worst case scenarios of AI in education.

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UK Schools facts and figures

In the UK there are around 30000 state schools including primary schools from reception aged 4 to year 6 (aged 11) and secondary schools from year 7 (aged 11) through to year 13 (aged 18).  The average cost to educate one child in the state sector is estimated to be around £7000-£8000 per year. In addition to the state schools a small proportion of parents choose to send their children to one of the 2500 fee paying private schools for a whole range of reasons and needs, from academic to children with special educational needs (SEND) such as Autism, and other complex learning needs. Teacher staff ratios in private schools are half that of the state sector offering smaller class sizes and in many cases a more nurturing learning environment.

Some families choose to send their children to private schools that suit their children’s talents such as Sylvia Young’s Theatre School in Marylebone.  60% of pupils at an independent school attend a school aligned with their faith. The majority of Islamic schools within the Independent Schools Council (ISC) charge less than £6000 per year.

Approximately a total of 593000 children attend independent schools in the UK which accounts for 6.5% of all children attending school, a slight drop from 7% in 2010.  The average fee in 2024 is around £15000 per year with many schools (as mentioned some faith schools) charging less and the elite schools such as Eton, Harrow and Winchester (the same school attended by the Prime Minister Rishi Sunak) charging up to around £50000 per year.  Just over half of the independent schools have Charitable status whilst the remaining majority are non-profit schools and VAT exempt.  

SEND Pupils

A significant proportion of pupils who attend private school, 120000 pupils (around a third) receive support for SEND of whom most do not have an Education, Health and Care Plan (EHCP).  Parents of children with an ECHP receive additional funding from the UK government that can be present on additional teaching and resources to support those SEND children.  The Education Policy Institute has warned that the funding for SEND pupils in the state sector is “struggling to meet the needs of some of our most vulnerable children.” which explains to some degree why parents of SEND children use their own resources to fund the fees for private schools that cater specifically to children with additional learning needs.

Increasing Costs on Private Schools

According to The Institute of Fiscal Studies (IFS) Private school fees have risen 20% since 2010 in real terms (55% real term increase since 2003) yet the numbers attending private schools have stayed the same.  It could be argued that an increase in school fees due to VAT would have little to no impact in demand.  However, the IFS has predicted that the overall increase passed onto parents is expected to be around 15% and around 20000-40000 children will be leaving the private school system as a result of the VAT fee increases. 

The Plan to add 20% VAT to school fees

The Labour party plans to add 20% to private school fees and cancel the 80% business rate relief.  It is not clear yet the impact this will have on independent schools with charitable status, however, companies in the UK reclaim VAT on purchases and it is estimated by the IFS that the increase in school fees would effectively be around 15%.   The Scottish National Party (SNP) abolished the business rate relief on private schools in Scotland two years ago and in Edinburgh, the nation’s capital, there are a high number of independent schools.

Some parents in Scotland have withdrawn their children from those private schools resulting in a displacement of children scrambling to find alternative state funded schools and in some cases smaller private schools were forced to close.

‘Eligible bodies’ are exempt from VAT and this includes services involving childcare so that counts nurseries. Presumably there will be an element of the boarding day fee (involving childcare) that will remain exempt from VAT and possibly part of the day school day if they qualify for childcare.  Education and vocational training providers are eligible bodies as are independent schools with charitable status or run as non-profit.  A change in the law is likely and charitable status schools may lose their exemption; at the present time no one really knows how this will pan out.  

School fees for children with an ECHP will maintain their VAT exemption, however many SEND children (around 240000) do not have an ECHP and therefore those parents will see a rise in their school fee. 

Pay school fees in advance to avoid VAT

A number of schools offer fees in advance schemes.  Parents can choose to pay funds to the school for a return of 1% to 4% to go towards future fees.  VAT is due of sales at time of supply and therefore should parents choose to pay in advance there is a possibility that they will still be subject to the VAT in the future.  Private schools that offer a fees in advance scheme use a separate account for the parents schools fees and those funds are then transferred later as the new invoices are raised so the point of sale would be in the future.  Such a scheme is unlikely to work to avoid the future VAT increases.  

Should a school offer prepayment of school fees for future years it may be possible to avoid the future VAT increase providing that the government does not change the law on what is meant by the ‘time of supply’ for the sale.  We would advise parents to seek a letter in writing from the school that they would not be charged retrospectively safeguarding them from any surprise bills in the future.

Private Schools |  Benefits or Costs to Society

Society Benefits

First let’s consider the benefits of private schools.  There is less funding required.  As already mentioned the cost of each pupil is over £7000 per year.  That is saving the taxpayer over £4bn pounds per year.

The fact that many, but not necessarily all, privately educated pupils go onto higher paid jobs means that more tax will be paid raising revenue for the government.  Pupils receiving a private education benefit from a first class education with endless opportunities such as Combined Cadet Force, outstanding facilities in music, sport and drama.  Some of those pupils may enter public service, the armed forces, and make significant contributions to society from talents they have developed.   Some critics will argue that VAT is not applied to investments and that is exactly what education is, and therefore all education should be exempt from VAT including private schools.  Whereas others argue that a private school education is a luxury service that is only accessible by the privileged few and therefore should incur value added tax at the full rate of 20%.

Private schools do offer means tested bursaries for children who qualify academically and whose families would not be able to afford to send their children to those schools.  They also offer scholarships with discounted fees.  At Rugby School, Warwickshire, for example, 1 in 8 of the school’s 865 pupil’s is in receipt of financial assistance in the form of a means tested bursary.  

Many private schools have partnerships with state schools which include teachers from private schools teaching in sixth forms where there is a shortage of specialist teachers and also career guidance, support with UCAS University applications and careers talks from leaders of industry providing additional opportunities for state sector pupils.

Society Costs

There is a cost of segregation. It could be argued that the networks available to current and former pupils of private schools could hinder social mobility.  Children from state schools would not have access to those valuable networks which could provide connections for future careers and access to work experience and internships.  The lack of access to those powerful networks could prevent pupils from state schools receiving opportunities to higher paid and skilled jobs.

How will the £1.5bn raised be redistributed

Labour has some ambitious spending plans for the revenue it expects to generate from VAT.  Below are the announcements it made in its 2024 election manifesto.

• 6500 new expert teachers
• Increase teacher and headteacher training
• Delivering work experience and careers advice for all young people
• Early language development in primary schools
• Ofsted reform
• Over 3,000 new nurseries
• Mental health support for every school
• Young Futures Hubs

What impact will the policy of taxing private schools have on the state sector? 

The total budget for spending on Education in the UK was £116bn, and it is estimated that up to £60bn was spent on schools.  This new policy to tax private schools will allow the government to train an additional 6500 teachers.  That means that out of the nation’s 30000 state primary and secondary schools 1 in 3 will benefit from an additional new teacher.  Training for teachers and headteachers should help to improve the performance of all state and secondary primary schools, depending on how much additional training is allocated and to how many schools. 

The initiative to install 3000 new nurseries into primary schools, that have the building capacity to do so, is an excellent one.  This will double the current capacity of nursery places providing parents with more choice and enable more children to attend their local nursery within their primary school in time for reception at age 4. Children’s learning would benefit from the continuity from nursery into reception and the communities and relationships as a result of creating the new nurseries within the primary school setting would become stronger.

The numbers of children leaving the private sector and parents choosing not to send their children to an independent school is unknown, however if the IFS is correct that 20000-40000 children will migrate from private to state it is logical that some state school class sizes will increase.  There would be an increase in SEND children attending state schools putting more pressure on teachers that will have to cope with the additional number and learner needs of those pupils.  On the other hand in areas such as Central London, Camden, and Westminster where state school pupil numbers are dropping, an influx of new pupils from private schools would reduce the risk of closure of those state schools in the future.  Over the course of the next 5 years there will be 1 million less school aged children as a result of the declining birth rate so state schools would have the capacity to accept increasing numbers.  However, the decline will not be evenly spread and so some regions across the UK will welcome increased numbers of pupils from private schools, whilst others will struggle to cope.

Conclusions

Winners

State schools would receive more funding for training and those schools that are allocated more teachers may be able to reduce class sizes providing that there is little or no spill over of new pupils from local private schools joining. There will be some parents who are priced out of private school education but still well off enough to be able to move to within the catchment area of a better state selective school.

Primary schools receiving a class for nursery would strengthen community links and improve continuity of Early learning for children moving from nursery to reception class at age 4. Young future Hubs would also benefit communities and additional career guidance and work experience would provide improved opportunities for young people.  

There will be many children within the state sector who will benefit, however there may be more that do not and even see a worsening of opportunities or having to cope with larger class sizes.

Losers

The immediate impact on families with lower incomes whose children attend private schools. To be more accurate, middle income families already struggling with the high cost of living due to inflation will feel the full force of an abrupt increase in school fees.  Some will decide to uproot their children and find an alternative state school. In some cases the alternative school could be further away from their immediate area.  

Some of the best state schools will find that they become oversubscribed and the associated catchment area will become ever smaller making it even harder for families to send their children to the best local state schools.  

Smaller independent schools will be forced to close meaning that the staff in those schools will lose their jobs and larger numbers of children will need to find alternative schooling.  One such private school, Alton School, Hampshire, educating children from nursery right through to sixth form has already announced that it will be closing from 31st August this year due to the “adverse economic and political factors”.  Portland Place School in central London will also be closing on 31st August 2024.  Another school closing as reported in The Telegraph 1st June will be Downham Preparatory school in Norfolk that teaches up to the age of 13.  It charges £7800-11820 with around a third of its pupils having special educational needs and complex problems ranging from autism to social and emotional problems.  Those families with SEND children will have an even tougher task to find an alternative school place that will provide for their needs.

Then there are the bursaries offered to children in private schools who would never be able to afford the private school fees.  The number of bursaries and fee assisted places would fall as a result of VAT meaning less children from low socioeconomic backgrounds would be able to benefit from a private school education.  

The imposing of VAT on private schools will only make those schools more elite and reduce social mobility. The Institute of Economic Affairs (IEA) has stated that “Under the current system, if you’re sending your child to Eton (termly fee: £16,666), the VAT exemption saves you about £7,500 per year, whereas if you’re at an independent school charging £12,000 per year it only saves you around £1,800. If you want to help the ‘squeezed middle’ it’s really difficult to think of a less efficient means than the status quo.”  If the point of adding VAT to private school fees was to make a fairer society and widen social mobility, the opposite is true.

Class sizes in a number of state schools will inevitably increase and will be prohibitive to learning with overcrowding of classrooms.  The children in those schools may, if they are fortunate, benefit from a better qualified teacher but at the cost of a policy that unintentionally created a larger class size.  

Finally, those state schools that benefit from partnerships with the private schools access to specialised A-level teachers, careers advice and access to work experience may find that those state schools are no longer able to provide as much support as before the VAT increase.  Children in state school sixth forms will undoubtedly be affected.

Concluding remarks

No one really knows whether there will be lots of children migrating from the private sector or to the state sector or whether the government can genuinely raise the full £1.5bn it is anticipating.  Parents who have enough disposable income to pay the higher fees will simply pay the VAT as an indirect tax and have little or no consequential impact on their disposable income.  For some parents the change in schools will have an inconsequential impact such as those transferring to an excellent grammar school in time for the 11+ in year 7 or Year 12 for sixth form. Some parents will employ tutors to gain places at grammar schools and other selective schools.  Whilst for other families who reluctantly uproot their children (some of whom will have special learning needs and, or will have to travel further to school) from their current school and transfer to state schools will feel let down by the policy to increase fees through VAT. 

There will be a few children in the state sector who will benefit fully from improved standards, better teachers and headteachers assuming their class sizes do not grow. However, the policy of adding 20% VAT to private school fees carries a lot of what if’s and unintentional negative consequences to the state sector and to the squeezed middle class.  Until this policy is implemented we will yet to learn how much funding will be raised and to whom it will prosper.  

Update 9th November 2024

Most independent schools have now completed their consultation period to determine the increase in school fees from January 2025. The percentage increase in fees from the Spring term in 2025 for some of the schools are as follows:

Eton School fees to increase by 20%. GDST school fees will increase by 12% (including South Hampstead High School).  Highgate School will increase by 10%.  Northbridge House School fees will increase by 12.5%.

The post VAT on private school fees | Who will benefit and who will not? | Winners and Losers appeared first on Hampstead and Frognal Tutors.

Designed as a gateway to esteemed medical courses at select universities, the UCAT (University Clinical Aptitude Test) demands meticulous preparation and strategic planning, much like that of other critical exams students may have prepared for. Through this guide, we are offering insights, tips and resources to support UCAT exam preparation and empower students during this pivotal stage in their academic and professional journey.

Understanding the UCAT Exam

The UCAT exam is a standardised test that is designed to assess the qualities students are expected to possess for a successful career in healthcare, like their personal behaviours and attitude, as well as their cognitive ability. 

The test is completed electronically and is made up of five sections including verbal reasoning (the format of which many students will be familiar with if they sat the 11 plus exam), quantitative reasoning, abstract reasoning, decision making and a situational judgement test (‘SJT’).

Which Universities Require Students to Sit the UCAT Exam?

At the time of writing, there are 44 universities in the UK that require students to sit the UCAT exam should they want to secure a place on a medical course. A few universities previously required BMAT (Biomedical Admissions Test) exam results to support an application, however this exam format is being discontinued from this year onwards, so just the UCAT will remain.

The nature of applications themselves may vary among individual universities and continue to evolve over time. With that in mind, we recommend any students considering sitting the UCAT exam should also review the specific course guidelines for the universities they are applying for to ensure they are equipped with the key information to support an application. The following universities currently require applicants to sit the UCAT exam to be considered for a coveted place on their medical courses:

• University of Aberdeen 
• Anglia Ruskin University
• Aston University
• Bangor University
• University of Birmingham 
• Brighton & Sussex Medical School
• University of Bristol 
• Brunel University London
• University of Cambridge (this institution previously required the BMAT exam)
• Cardiff University
• University of Central Lancashire
• University of Chester
• University of Dundee
• Edge Hill University
• University of East Anglia
• University of Edinburgh
• University of Exeter 
• University of Glasgow 
• Hull York Medical School
• Imperial College London
• Keele University
• Kent and Medway Medical School
• King’s College London
• Lancaster University
• University of Leeds (this institution previously required the BMAT exam)
• University of Leicester 
• University of Liverpool 
• University of Manchester 
• University of Newcastle 
• University of Nottingham 
• University of Oxford (this institution previously required the BMAT exam) 
• Plymouth University
• Barts and The London School of Medicine and Dentistry (part of the Queen Mary University of London)
• Queen’s University Belfast
• University of Sheffield 
• University of Southampton 
• University of St Andrews 
• St George’s, University of London
• University of Sunderland 
• University College London (this institution previously required the BMAT exam)
• University of Warwick 
• University of Worcester

Select universities in Australia and New Zealand also require students to sit the UCAT exam should they wish to enrol in medical courses. At the time of writing, this applies to 15 universities across Australia and 2 universities in New Zealand. 

Bookings for the UCAT exam in the UK typically open in late Spring and the exam itself is sat during the Summer and beginning of the Autumn term. Australia and New Zealand follow similar time frames but as their seasons and term dates differ from the UK, applications tend to open around March and the exam is sat between June – August.

Any students considering applying for international study should bear this in mind and contact the admissions team at their chosen universities to confirm whether UCAT results are required and the key timelines for international applicants.

Additional Preparation: A-Levels, Interviews & UCAS

In addition to the UCAT exam, there are two additional criteria students will be assessed on before being offered a place through UCAS. The first is A-Level exam performance and the second is their UCAS application itself and follow up university interviews. Fortunately, both of these are areas a private tutor can support with to help students excel during the application process.

UCAT Exam Practice

In the lead up to the UCAT exam itself, private tutors can provide invaluable support to students so the process feels comfortable and familiar by the time they sit the test. 

Our tutors are no strangers to the UCAT exam and format so they are equipped to develop effective strategies for tackling each section of the exam, provide practice questions and mock exam environments and offer constructive feedback to help students improve their performance ahead of the real thing.

A-Level Exam Preparation 

Projected and actual results are taken into consideration when universities give offers to prospective students, so it is important for students to be prepared and confident going into their A-Level exams.

Private tutors can support students in the leadup to A-Level exams by providing targeted support and guidance for a range of subjects, including those relevant to a student’s path in medicine, such as Biology, Chemistry, Physics and Maths. Whether a student is struggling with complex concepts or simply looking to enhance their understanding and exam technique, our expert tutors will tailor their teaching approach to suit each individual’s needs. They can offer one-on-one tuition, review past papers and provide additional resources to supplement students’ learning so they are set up for success.

UCAS Applications & Personal Statements 

A student’s UCAT score is taken into consideration alongside their UCAS application for medical and dental courses so it is imperative that the UCAS application is polished and really brings to life a student’s academic achievements, extracurricular activities and any relevant work or personal experiences.

At Hampstead and Frognal Tutors, the specialist tutors we work with are well versed in crafting compelling and standout personal statements that help students secure coveted university places. We can work with students to submit a UCAS application and personal statement that showcases their passion for medicine or dentistry, highlights their experience to date and leaves a long-lasting impression on the admissions team.

University Interviews

With a stellar UCAS application submitted and UCAT exam results in-hand, students can turn their attention to university interviews. While the interview process will vary across different institutions and for different courses, tutors can offer valuable insights into what admissions tutors are looking for and help students to present themselves in the best possible light.

Equally, tutors can support students by helping them to familiarise themselves with common interview questions and practising their responses in a mock interview environment that help students to feel more confident and articulate during the actual interviews.

Key Milestones for UCAT Exam Applicants

Whether students are hoping to sit the UCAT exam this summer or they are getting ahead and thinking about the UCAT exam from 2025 onwards, there are some important milestones to take into consideration.

Registration opens

Typically, new candidates looking to sit the UCAT exam in the UK can create a UCAT account from early May. This is the first step to be completed ahead of booking the test itself and registrations are completed using the Pearson VUE system.

For those who have not come across Pearson VUE before, they are an international testing company that provides exams for a variety of purposes. Students or parents of students who have sat the LNAT exam may be familiar with the Pearson VUE registration process already but it is quite straight forward. 

To register for a UCAT account, applicants will need to provide a valid form of photo ID that meets the UCAT identification policy requirements. The ID must show the applicant’s legal name and be the form of identification they intend to present on the day of the exam itself.

Booking and sitting the UCAT exam

In 2024, booking for the UCAT 2024 opens on 18 June from 6am BST. Those planning to sit the exam can register before this point but will not be able to book the test itself until this date. 

The exam window itself then begins on 8th July 2024 and runs until 26th September 2024 so students can book their test at a time and date that best suits them within this period.

Registration for a UCAT account and test bookings themselves will close on 19th September 2024, a week prior to the final test date.

Receiving results

Students will receive their UCAT exam results straight away as the test is computerised. This means students should have a clear idea of how they measure up to other students and whether they meet their chosen university’s entry requirements before submitting UCAS applications. 

UCAT will share results with your chosen universities automatically so once you’ve completed your UCAT exam and UCAS application, there is no need to do anything further with the results. 

The UCAT exam can only be sat once per academic year and results are valid for the upcoming UCAS admissions cycle (for example, results from those sitting the exam in 2024 will be valid for the 2025 UCAS admissions cycle only). 

If for any reason the exam doesn’t go as planned and you get unexpected results that don’t meet the needs of your chosen course, there is the option to retake the UCAT the following year and defer entry. Otherwise there are also a number of other paths available.

Do note that UCAT application and exam dates vary year on year, so if you are not applying in 2024, it is worth checking the UCAT website when you’re ready to apply in case timelines have shifted. 

Preparation for the UCAT exam requires careful planning but equipped with key information, timelines and the support of private tutors when needed, students can maximise their chances of success and confidently approach the next phase of their journey towards a career in medicine or dentistry. 

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Useful resources:

• Understanding Your UCAT Results: A guide outlining the average scores over the past 8-years so you can understand how you measure up to other candidates.
• Booking your UCAT test: If and when you’re ready to book your UCAT exam, you can do so here.

The post A Tutor’s Guide to Preparing for the UCAT Exam appeared first on Hampstead and Frognal Tutors.

The challenges facing students in the UK are multi-faceted and there are numerous factors thought to contribute to this, including limited exposure to foreign languages in daily life, limited resources and time within lessons and the perception that English is the global “lingua franca^[2]”. Issues such as these contribute to a lack of modern foreign language skills among students in the UK and a prevailing sense of disinterest or even apathy when it comes to learning modern foreign languages.

What are the benefits of modern foreign languages for students?

• Effective Communication. One of the primary reasons for students to learn modern foreign languages is to enhance communication skills, both in English and when using modern foreign languages. Whether students are in a classroom environment, on a foreign exchange programme or even within the workplace later in life, having modern foreign language skills will enable individuals to communicate effectively with peers, clients and colleagues, creating positive first impressions and strengthening relationships with others.

• Greater Cultural Appreciation. Having a knowledge of modern foreign languages can help to foster a greater understanding and appreciation of other cultures which can in turn expand a student’s world views, building bridges between cultures.

• Academic performance. Learning a modern foreign language can strengthen skills that carry through to other subjects, including reading comprehension, writing proficiency and the acquisition of new vocabulary in a student’s native tongue. 

While modern foreign languages are only part of the UK National Curriculum for students in Key Stage 2 and 3 (ages 7 – 14), theories such as the bilingual advantage hypothesis suggest that students who are bilingual may have enhanced problem-solving skills and cognitive flexibility, which can be invaluable as they progress through their education.

• Bolster UCAS Applications. More competitive applications that set students apart from other candidates applying for the same university or course. Of course, there is more to UCAS applications than just modern foreign language skills but we dive into this in more depth here.

• Career Opportunities. Thinking beyond primary, secondary and even higher education, having modern foreign language skills to carry into a professional environment can help set candidates apart during the application phase.

According to the British Council, French, Spanish and German are the most popular modern foreign languages among key stage 3 students in state schools within the UK, with Mandarin Chinese as a fourth favourite. 

However, comparative to students in Europe, there is a 47% difference in the number of students who feel confident reading and writing in two or more languages (32% of students aged 15 – 30 in the UK, compared to 79% in France, 91% in Germany and an average of 80% across EU member states).^[3] 

In light of this, there have been regular pleas from individuals within the education sector for the levels of language attainment among students in the UK to be raised, recognising the vital role language plays in global communication and collaboration. Among these individuals are private modern foreign language tutors.

At Hampstead and Frognal Tutors, we know first hand that all students have different levels of ability and indeed varying levels of interest in modern foreign languages that need to be taken into consideration when working with students to build up a love of languages and strengthen these skills.

We work with many expert tutors who specialise in modern foreign languages. Each tutor will work with you to understand the specific needs of your child and create a tailored programme that fosters a deeper understanding of the language(s) they are learning to promote accelerated progress that supports academic success.

Four of our expert modern foreign language tutors have shared their perspectives on the challenges with modern foreign languages in the UK and how parents and tutors can aid effective learning to strengthen these skills.

Meet (some of) our modern foreign language tutors

Julie (French Tutor)

“I have been a Francophile from a very early age. I went to a French school in London from the age of 4 through to 18, spent time in Paris and did a degree in French. About 8 years ago, my daughter’s friends were looking for some support with their GCSEs so I started tutoring French and absolutely fell in love with teaching. I now tutor French from year 7 through to A-level and even provide tuition for adults.”

Mingyan (Mandarin Chinese Tutor)

“I grew up in China, studied Computer Science and Mathematics before attending graduate school in the USA for PhD in Computer Science. At the end of 2008, I moved to London and when the Department of Education introduced Computer Science as a GCSE subject in 2014, I decided to start teacher training. I initially began my journey as a teacher of Computer Science and Maths but over the past few years, I have also been tutoring secondary school students aiming working towards GCSE Mandarin.”

Karina (Spanish Tutor)

“I obtained an MA in Contemporary Literature and Language from Birkbeck College after completing two Bachelor’s degrees at Universidad Catolica Argentina, one in TESOL and another one in English Language and Literature. 

Since moving to the UK I have also obtained a DELTA, achieved a Senior Fellowship Status from the Higher Education Academy and I now teach Foundation level at LSBU. My experience has allowed me to work with a range of international students, supporting them with exams including the IELTS, CAE and First exams as well as GCSE and IGCSE Spanish, A-level and undergraduate studies. 

 I am passionate about languages and literature, and am sure to stir these interests in my students so I always aim to make lessons interactive and engage students creatively in multimedia activities and encourage them to find answers for themselves.”

Moses (French and German Tutor)

“I was born in Togo which has French as its official language but my father was an ambassador for the West African nation, which meant I travelled and lived in many countries throughout my childhood. 

As a result, I now speak five languages fluently: German, French, English and two national languages from Togo (Ewe and Mina, which are also spoken in Ghana) which has allowed me to act as a language tutor and teacher for students over the last 30-years.”

In your opinion, why is learning a modern foreign language important for students in the UK?

Karina: The role of foreign modern languages is undeniable not only to instil curiosity about other cultures in students. By learning about other customs and traditions, students can become more open to diversity which can have a very positive impact in their development of soft skills in an increasingly globalised society. High powered jobs are becoming more globalised and a deep understanding of other cultures can do wonders in closing deals and establishing business relations. 

Minygan: Many of the students I tutor have lived in China for a few years so they have an understanding of the culture and are looking to continue building their language skills in the UK. However, for students who do not have this experience, learning a modern foreign language is a perfect way to get to know the culture, history and people. Everything from the letters, symbols and pronunciations could carry some specific meaning and value of that culture. Learning about the culture and developing an understanding of the language would help to open the eyes and minds of the students to become a global citizen.

How do you believe language proficiency contributes to a student’s overall education and future opportunities?

Moses: In today’s globalised society, learning a foreign language can be advantageous for students. Language skills  can help students stand out as attractive candidates in university or job applications, opening up greater opportunities both in their home nation and overseas.

Julie: Apart from the obvious intellectual development that it offers, learning a modern foreign language increases student’s ability to secure employment in certain sectors especially in international markets. In an age where employers are looking beyond academic skills, a modern language provides another string to a student’s “bow”.

What do you feel are the primary challenges students in the UK face in acquiring modern foreign language skills compared to students in other nations?

Julie: It is certainly more common for students in other countries to learn a new language especially as English is the standard language used mostly in business. In the UK I think we are often complacent and we believe that wherever we go, English will be spoken. I think the most common problem (and one that I come across on a daily basis) is the fear of speaking another language due to not wanting to make mistakes or feeling self-conscious.

Mingyan: No matter what your first language is and what language(s) you are learning, there are challenges present. 

Dr. Suzuki’s mother tongue approach focuses on how children pick up native language and applies it to learning an instrument. It outlines parent responsibility, loving encouragement and constant repetition as some of the key elements required to develop the necessary skills in young children. I believe deeply in this approach when it comes to fostering modern foreign language skills in students but it can be challenging to develop modern foreign language skills because there is, in my opinion, a lack of “proper” environments for students to do this. 

To really make a change and better support students teachers, parents and students themselves would be required to make a conscious effort to communicate using modern foreign languages. This will help students build up their vocabulary, listening and speaking skills. Teachers and tutors  would need to be very patient, because this approach is slower paced, especially with beginner students, but in the long-run, the students will benefit from it. 

How can tuition help students to overcome these challenges and how do you approach this in your sessions?

Moses: Tuition is a great help for students as sessions are tailored to the individual’s needs, skills and areas for development. As a tutor you must apply a differentiated approach to instil confidence and self-belief in your tutees and encourage independent learning.

Julie: To me, the most important thing is to provide students with a safe space and for them to feel that it’s ok to make mistakes. Building confidence is key. Most students that require private tutoring will have basic grammar gaps in their knowledge and may reach a point where they are embarrassed to ask questions in front of the class. As a tutor, my role is to help identify what those gaps are so I can provide clarity and help students to understand the subject matter fully. Every student responds differently – some work better with visual clues whereas others react better to aural aids but a good tutor will plug into what works best for each individual student.

Karina: With regards to the linguistic aspect of learning a new language, being exposed to new language paradigms, where grammar  and syntax are arranged differently makes the mind more elastic and receptive to new languages. What I mean is, once you learn one second language, other languages can follow more easily. This is where the main challenge of learning languages emerges: it takes grit and daily practice to master a second language but the outcomes are extremely rewarding. 

Are there specific activities or resources you find particularly effective in fostering a genuine interest in language learning or supporting students outside of tutoring sessions?

Julie: Watching French films and listening to French podcasts that fall into a student’s personal area(s) of interest is a good way to encourage them to engage with the language beyond the classroom. 

Mingyan: English is my second language and was part of my curriculum from age 11 but during my first five years living in the U.S. I experienced first hand the challenges of acquiring modern foreign languages. I had passed my TOEFL (Test of English as a Foreign Language) and GRE (Graduate Record Exams; a standardised test in the U.S.) before moving but my studies and language skills had been limited to the classroom and written exams rather than practising in real-life environments so it took time to build these skills. 

To truly make progress with my English, I have had to make a conscious effort to put myself in English-speaking environments that allow me to practise often; this is something that students I tutor have also found effective.

Karina: What we can do as tutors is encourage our students to make mistakes, take risks and learn from them. That is where confidence is boosted. 

By engaging students in conversations, interactive tasks and using authentic material we are leaving behind hesitation and doubt. There is nothing more powerful than saying what you really feel in another language. That is the contribution private tutors can make- personalising the exam constraints, enabling them to find their own voice and boosting their confidence to excel in the exam room or in a global community. 

Moses: The resources I tend to recommend to my students are quizlet and Linguascope. Both have a range of modern foreign languages available, are easily accessible and have proven to be effective aid for my students and tutees. 

How can parents support their children in developing language skills at home?

Julie: Parents can play a crucial role, especially if one or both speak a foreign language. Providing support and encouragement at home and celebrating milestones and achievements are really helpful to ensure your child’s success in mastering modern foreign languages.

Mingyan: Parents play a critical role in aiding students to learn modern foreign languages as they are the primary builder of an immersive learning environment at home. Going back to Dr Suzuki’s mother-tongue approach, it is recommended the parents play the instrument or a CD at home as background music so that the child can absorb the music passively during the day. In my experience, this approach works well with modern foreign languages among younger children but is harder to implement at secondary age. 

That being said, as long as the parents are aware of the importance of the environment, they can introduce activities to help the students with their studies. Things I have found effective include watching movies that are produced in the relevant language(s), travelling to nations that speak that language, spending time with friends and family members who speak the language or attending concerts and exhibitions that bear relevance.

So, what does all this mean for students?

As businesses and universities become more diverse and international, the importance and relevance of learning modern foreign languages becomes increasingly important for students in the UK. 

Private tutors emerge as invaluable resources and allies when it comes to building language skills. These dedicated professionals bring a personalised approach that goes beyond the constraints of traditional classroom settings. Private tutors have the capacity to tailor language learning experiences to individual needs, nurturing a genuine passion for languages and fostering a sense of cultural curiosity.

The insights and expertise private tutors provide extend beyond the classroom, equipping students with the linguistic skills and cultural awareness needed to thrive in a global landscape. As we delve into the multifaceted challenges of language learning in the UK, the guidance and support of private MFL tutors stand as a beacon, illuminating a path towards linguistic excellence and cultural enrichment for the students of today and the global citizens of tomorrow.

Useful Resources:

1. Dr Suzuki’s Mother Tongue Approach; University of Ottowa
2. Explore the Bilingual Advantage Hypothesis in more depth: Texas State University

[1] Source: Language Trends England Survey 2023, British Council

[2] Meaning: Oxford English Dictionary defines “Lingua Franca” as a language that is adopted as a common language between speakers whose native languages are different.

[3] Source: The European Commission’s Flash Barometer Report, April 2018

The post The Importance of Modern Foreign Languages for Students in the UK appeared first on Hampstead and Frognal Tutors.

As students grapple with choices that may profoundly influence their careers, the pressure to make informed decisions can be daunting. From selecting the right course to navigating the intricacies of application platforms, each step brings forth a unique set of hurdles to overcome. The uncertainty of acceptance coupled with the anticipation of leaving home for the first time, can evoke a mix of excitement and anxiety, making the university application journey a profound and sometimes stressful rite of passage.

Recognising the profound impact of this transition, parents can often provide reassurance and emotional support, emphasising that the application process is not solely a measure of academic skills. By fostering a balance between ambition and self-compassion, parents cultivate a nurturing environment that empowers students to navigate the challenges of university applications with resilience and confidence.

Private tutors can also play a crucial role in supporting students and parents through each phase of the university application journey and offering guidance to aid informed decisions about the choices after secondary school.

At Hampstead and Frognal Tutors, our experienced network of tutors have an extensive knowledge of the UK education system. Our tutors are no strangers to crafting stand out personal statements and preparing students for A-Levels and specific university entry exams so students feel confident, empowered and excited about their journey into higher education.

Understanding the University Application Journey

Preparing to Apply for University

Preparing for the university application process itself is crucial for a smooth and successful transition from secondary education into higher education. We encourage students to first do the following things to best prepare themselves for the application process: 

1. Research and Self-Reflect before beginning the formal university application journey

• Students should aim to start the application process early by first researching different universities, courses and potential career paths. By doing this, students are able to gain a better understanding of the entry requirements for their chosen course or university, including academic qualifications and any additional assessment criteria to support their applications. 
• It is equally important for students to reflect on personal interests, strengths and aspirations. Consider how the chosen course or university aligns with long-term career goals and values. Self-awareness is key in selecting a university and course that will be a good fit.

Tutors can help facilitate in-depth discussions with students to identify their academic strengths, interests and future aspirations. By conducting personalised assessments, tutors can assist parents and students in making well-informed decisions about suitable courses and universities, aligning academic goals with long-term career aspirations.

2. Build a Strong Academic and Personal Profile

• Focus on revision and academic excellence ahead of A-Level exams. Universities often consider predicted grades, so maintaining a high standard is crucial so there are no surprises when results are published during the summer.
• Participate in extracurricular activities where possible to demonstrate a well-rounded skill set and a commitment to personal development. This could include volunteering, sports, clubs or participating in the arts.
• Explore work experience that relates to your chosen field of study as this will help you stand out from other applicants and provide you with additional learning opportunities that strengthen your knowledge and understanding when you reach university. Joining online webinars and attending speaking events can also bolster this.

3. Prepare for Standardised Tests and Language Proficiency Exams

•  Many courses and universities require standardised tests like the LNAT or BMAT. Research the specific requirements for the chosen universities and courses and prepare accordingly.
•  For non-native English speakers, take language proficiency exams like the IELTS or TOEFL if required. Achieving a competitive score enhances the application.

These early preparations set a solid foundation for a successful university application process. Research, academic excellence and preparation for required assessments are key elements that contribute to a well-rounded and competitive application.

Open Days and University Visits

Once students have shortlisted their chosen universities and courses, it is time to prepare for open days. Typically, university open days will fall in the spring and early summer for the year ahead and students in year 12 should ideally be aiming to attend university open days so they are ready to submit UCAS applications as they enter year 13.

Tutors can provide guidance on creating a strategic plan for attending open days and university visits during the university application journey. This includes helping students and parents compile a list of questions for course leaders and / or providing guidance on what to observe during visits. By offering insights into how these experiences shape university choices, tutors can play a key role in ensuring students and parents are able to make informed decisions.

Crafting a Standout Personal Statement

Approximately 700,000 university applications are submitted in the UK each year, meaning students have to really stand out from the crowd to secure an offer from their chosen university or on a preferred course. 

The UCAS personal statement is a critical component in this process as it presents an opportunity for students to truly let their personality shine and to demonstrate why they are the perfect fit for a chosen course or institution. 

In 2023 it was announced that UCAS is set to replace written personal statements with video questionnaires to encourage applicants to submit a more “personal” application that allows them to truly express themselves rather than focusing solely on academic achievements. Video personal statements are not set to come into play for 2024 applications and it has not yet been determined when this change will take effect, so written applications still stand for now.

During the university application journey, tutors can provide invaluable support to students as they craft their written personal statement. Tutors offer tailored sessions that allow them to develop a deeper understanding of each student and unearth unique experiences, achievements and personal qualities that make for a compelling personal statement. Tutors are also meticulous so will be well placed to support with editing and feedback so students can refine the narrative of their personal statement while remaining authentic to themselves.

UCAS Application Submission

Once students have set up a UCAS account online, they are ready to begin the application submissions process. While there is a great deal of information to be included, you have flexibility to save your progress and revisit it at a later stage (but make sure you check the UCAS submissions deadline before doing this).

Each student can apply for a maximum of five courses overall. Students can apply for as few universities or courses as they wish (for example, if a student is hyper focused on a specific course or institution, they may only choose to apply for two) but the maximum is five courses. By preparing for the application journey in advance through research, self-reflection and open day visits, we hope it will be easier for students to narrow down the five courses best suited to them.

Tutors can assist parents and students in navigating the UCAS application platform during the university application journey or conduct thorough reviews of application drafts to ensure all information is accurate and well-presented. By explaining the significance of each section and helping students strategically choose their university options, tutors contribute to a comprehensive and polished application.

Awaiting Results and Managing University Offers

During the anxious wait for offers, tutors are able provide emotional support to students and practical guidance on managing multiple offers.

Our experienced tutors are no strangers to the university application process and know first-hand how stressful and overwhelming the wait for offers and results can be. By facilitating discussions about course preferences, entry requirements and future career paths, tutors can help empower both parents and students to make well-considered decisions when offers are received.

Navigating University Rejections

Receiving a rejection notification or an unexpected result is never a pleasant experience but the university application journey doesn’t have to end there. 

Should you find yourself in this position, a tutor can play a pivotal role in providing emotional support to both parents and students. With existing knowledge of your academic journey, strengths and weaknesses and the education system, your tutor will be well placed to guide you through the alternative options like apprenticeships (which have seen a 7% increase in new starters in 2024 so far). 

Tutors can also continue working with students to strengthen their skills in support of future applications or other pursuits, emphasising the importance of resilience and adaptability during the university application journey.

Applying for Overseas Schools and Programmes

We know some students will be looking to venture a little further afield and apply for overseas schools and educational programmes. While that can be an exciting opportunity, it also presents its own set of challenges. 

Each country will have specific visa requirements for overseas students and every university and course will have its own entry criteria. In addition to that, so it is important to do your research and make sure you are able to meet these needs before applying to any overseas schools or programmes.

Typically, admissions fees are higher for international students and this applies to UK students travelling overseas as well as international students coming into the UK to study. Before applying for an overseas course, we recommend reaching out to the admissions team to get a clear picture of the fees, entry requirements for your preferred course, guidance on overseas student applications and visas, and usual timelines so there are no surprises.

Once you have this information and are ready to formally begin the overseas university application process, your tutor can provide support throughout the journey.

Getting to Grips with European University Application Journey

Tutors can offer tailored support for European applications by helping familiarise students with entry exams, modern foreign language requirements and unique application processes. They provide resources for language proficiency exams, offer guidance on preparing for entrance assessments and assist parents and students in understanding the nuances of studying in European universities during the university application journey.

Embarking on the American University Application Journey

For U.S. applications, tutors can guide students through the intricacies of standardised tests, such as the SATs or ACTs, providing study resources and exam strategies. They assist in crafting compelling recommendation letters and personal essays, ensuring that the application reflects a student’s unique qualities. 

Tutors can also offer insights into the holistic approach of U.S. admissions and help students showcase their extracurricular achievements and character development to strengthen their application and stand out from other prospective students.

Crafting a Strong Application for Overseas Schools

Once students are clear on the university entry criteria and chosen course(s), tutors will be able to help students tailor application materials to meet the specific requirements of each overseas institution, ensuring a cohesive and impactful presentation that showcases academic achievements, extracurricular activities and personal qualities. 

Regardless of whether students choose to study in the UK or overseas, both tutors and parents can play a crucial role by supporting them through the university application journey, providing guidance along the way.

Tutors will act as strategic partners, providing tailored programmes that equip students with the skills to craft a compelling personal statement, confidently sail through an admissions interview or excel in their A-Levels or specific course entry exams.

Beyond practical help with paperwork and preparation at home, parents play a crucial role in guiding their children and providing emotional support that fosters open communication.

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Useful resources:

1. Guidance on applying to university in the US
2. Guidance on applying to universities in the EU and beyond

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Mathematics is more than just solving equations; it cultivates critical thinking, problem-solving skills and a logical mindset that are invaluable in various aspects of life. Beyond the academic realm, instilling a strong foundation in mathematics also holds profound implications for a child’s future. 

Whether it’s the early years of KS1 or the advanced levels of KS5, parents and tutors can play a crucial role in supporting students with maths and navigating educational milestones. 

So, Why does Maths Matter?

As children progress through the Key Stages, the importance of mathematics becomes increasingly evident. In the early years, an understanding of mathematics lays the groundwork for logical reasoning and decision-making. As students approach exams like the 11+ and GCSEs, mathematical proficiency becomes a gateway to academic achievements, unlocking opportunities for further education and career paths.

Moreover, the applications of mathematics extend far beyond the classroom. In everyday scenarios, from budgeting and financial literacy to understanding data and making informed decisions, mathematical skills empower individuals to navigate the complexities of the modern world with confidence. For those pursuing A-Level Maths and beyond, the depth of mathematical understanding becomes a powerful tool for success in STEM (Science, Technology, Engineering, and Mathematics) fields, where innovation and problem-solving are paramount.

Parents and tutors play pivotal roles in emphasising the long-term benefits of mastering mathematics. By nurturing mathematics from an early age, parents and tutors can build students’ mathematical literacy, increase confidence and encourage analytical thinking which are all essential for their futures.

In this guide, we will explore tutor-recommended strategies for each Key Stage, along with valuable external resources to help parents bolster mathematical prowess beyond the classroom.

What Are The Best Strategies For Supporting Students With Maths?

KS1 (Age 5-7) – Laying the Foundation for Mathematical Fluency

Long before they reach KS1, children will have likely been exposed to elements of mathematics through nursery and activities like reading or even watching television at home. 

As children enter Key Stage 1, these simple tools can help build that foundation and a strong understanding of mathematics that carries with them as they progress through the education system.

• Playful Learning: Introduce mathematical concepts through interactive games and activities. Board games, puzzles and everyday tasks can become enjoyable learning opportunities.
• Visual Aids: Use visual aids, such as counting tools and colourful diagrams, to make abstract concepts more tangible for young minds.
• Real-Life Applications: Showcase the relevance of mathematics in daily life. Counting everyday objects, measuring ingredients during cooking or sorting household items can enhance understanding.

KS2 (Age 7-11) – Preparing for 11+ Exam Success

As the 11+ exams loom for many students in Key Stage 2, there is a need to strengthen their grasp of mathematics, particularly across things like basic addition, subtraction, multiplications and fractions. Tutors and parents can best support young students through: 

• Structured Practice: Implement a structured study routine covering all areas of the KS2 curriculum and use practice papers to familiarise students with the format of exams.
• Problem-Solving: Emphasise problem-solving skills through challenging questions. Encourage students to articulate their thought processes and explore multiple approaches to problem-solving. 
• Regular Feedback: Provide constructive feedback to identify areas for improvement and celebrate achievements. Positive reinforcement is key during this stage.
• Supporting students with stress management techniques: Nerves, stress and anxiety can play a huge role in exam performance. Even if students have revised and practised, it can be futile if a child is not  mentally and emotionally prepared for an exam environment. Recognising the signs of exam stress and providing coping techniques like these can help ease a child’s nerves and better their chances of success when they sit their 11+.

KS3 (Age 11-14) – Secondary Mathematics

As students enter secondary education, the mathematical landscape inevitably becomes more challenging and coupled with starting a new school, this can be overwhelming. To help support students as they navigate this change, parents and tutors can:

• Get ahead on Advanced Topics: Introduce advanced topics gradually to prepare students for the increased complexity of KS3. Fractions, decimals and algebra should be approached systematically.
• Encourage Independence: Foster independent learning by assigning challenging problems that require critical thinking. This promotes resilience and self-reliance in approaching mathematical challenges.
• Real-world Applications: Showcase how mathematical concepts are applied in real-world scenarios to enhance students’ appreciation for the subject.

KS4 (Age 14-16) – GCSE Preparation and Beyond

Mathematics remains a mandatory part of the curriculum at GCSE level and more advanced topics which may include probability, statistics, trigonometry and the law of indices. The transition to GCSE level can be challenging for students as homework, revision and lessons become more intense but adopting these techniques outside the classroom can continue to support their development and approach to exams:

• Exam Techniques: Familiarise students with GCSE exam techniques, including time management, question analysis and effective revision strategies.
• Transition Planning: Discuss post-GCSE options, ensuring students understand the relevance and applicability of mathematics in future academic and career paths.
• Stress Management Techniques: As we explored in our guidance for supporting students at KS2, we know stress can really impact exam performance. Look out for signs of children experiencing exam stress and encourage them to implement these coping techniques to help keep nerves at bay so they can bring their best to exams. 

KS5 (Age 16+) – A-Level Maths Mastery

Finally, comes KS5. Although this is an optional subject at A-Level, it is one that opens many doors to tertiary education and career avenues thereafter. Coupled with the added pressure of securing a university place and managing other topics at an intense level, this can be an incredibly high-stress period for young adults. Fortunately, these techniques can support learning in the lead up to and during A-Levels:

• Independent Research: If a student has opted for mathematics at A-Level, one would hope it’s a subject they feel passionate about or see as one of their strengths. With that in mind, we suggest encouraging students to engage in independent research, delving into mathematical topics beyond the A-Level curriculum to further their passion for and understanding of the subject.

• University and Career Guidance: Not all students will want to go into higher education( and we cover more on alternative routes after secondary school here) but mathematics will play a role in most career paths.

If applicable, offer students advice on how A-Level mathematics can prepare students for their chosen university course or potential professional fields that will require strong mathematical skills and identify additional areas for independent research or further knowledge required to pursue these avenues.

How a Private Tutor Can Help

Private tutors are invaluable when it comes to supporting students with maths (as well as a wealth of other topics of course). At any Key Stage, a tutor can be engaged to help bolster a student’s knowledge, complement the mathematics skills acquired during lessons and provide personalised recommendations on areas for improvement and how parents can further support at home. 

At Hampstead and Frognal Tutors we know every child is different and that each student has a unique learning style. Our experienced and specialist mathematics tutors know from first-hand experience how to work with students to nurture and strengthen mathematical minds.

Our tutors will craft a bespoke programme that is tailored to your child’s individual needs to best support their learning and ensure students stay on track to achieve their academic goals as they progress through each Key Stage.

Supporting Students with Maths: Additional Resources to Bolster Confidence and Mathematical Development

Beyond private tuition and the techniques above, there are also a number of useful resources parents and students can leverage to support mathematics development and independent learning, for example:

• Podcasts are an easy format for students to digest and data suggests this is where 66%+ of Gen Zs listen to podcasts to stay informed on relevant topics and 82% listen as a standalone activity vs multitasking¹. 

While many podcasts are hosted by individuals based in the US, there is often a lot of common ground between subject matter here in the UK so plenty of useful knowledge for students to soak up. 

Some of the more popular mathematics podcasts include Breaking Math which aims to make mathematics accessible to all and The Numberphile which includes interviews “with people who love maths.” 

• Alongside Math TV and Khan Academy, Numberphile is also home to a YouTube channel with over 700 videos focused on mathematics. For students at KS4, The Maths Teacher offers GCSE-focused tutorials and exam tips too.

• Online learning platforms such as Seneca are also excellent free resources to help students practise and learn. Seneca’s mission is to reduce educational inequality by offering accessible and effective resources to students in KS2 and above worldwide. To date, the platform has over 500 courses available across 29 subjects! 

For younger students, platforms like BBC Bitesize is a great online tool that reflects the curriculum but uses activities, games and quizzes to support learning in a fun and engaging way.

• Books and practice papers like the Mental Arithmetic series from Schofield & Sims are also a fantastic and accessible way for children to practise and develop mathematics skills across most key stages. 

Supporting students with maths and nurturing a mathematical mind requires a tailored approach at each Key Stage but this can be supported by input from parents and private tutors outside of school. By embracing simple techniques and leveraging external tools, parents and tutors can empower students to not only succeed academically but also develop a lasting enthusiasm for mathematics that carries with them into adulthood.

Sources:

¹ Insider Intelligence, June 2023

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We are exploring actionable tips to help parents nationwide ignite, support and maintain students’ academic spark throughout the year and during the holidays to help foster a love for learning that transcends the classroom.

Recharging During Half-Term Breaks: Balancing Relaxation and Productivity

Term time can feel like a whirlwind for students and what seems like endless amounts of homework, coursework and revision lingering. The end of term and half term breaks offer some well-deserved respite for students but they can also be an opportunity to infuse learning with enjoyment so students continue to progress and hit the ground running when the new term commences. But what are the best ways to help keep students motivated in between terms? 

• Explore Educational Activities: Use the half term and end of term breaks to explore educational activities outside the regular curriculum that will still enrich learning. Visiting museums, cultural exhibitions or simply watching documentaries and reading can help spark curiosity and make learning enjoyable for students.
• Goal Reflection: Take time to reflect on the goals set at the beginning of the term or academic year. This doesn’t necessarily need to be a heavy conversation but simply discussing achievements, progress and setting new goals for the upcoming term can help instil a sense of purpose and direction for students.
• Quality Family Time: Reconnect as a family during the break. Shared experiences, be it through a movie night, game day, or a holiday outing, contribute to a positive family dynamic and support your child’s emotional wellbeing.

Starting Strong: Motivation at the Beginning of a New Term

As the new term begins, it marks a fresh start for students, filled with opportunities for academic growth and personal development.These are some guidelines to ensure your child starts the term off strong and remains motivated:

• Set Realistic Goals: If they haven’t already done so, encourage students to set achievable goals for the term. These could range from specific academic targets to personal development objectives but discussing and visualising these goals can give students a greater sense of purpose and help keep them motivated.
• Create a Positive Study Environment: Establishing a dedicated and inviting study space at home helps set the tone for focused learning. Ensure the space is well lit, organised and free from distractions so students are able to concentrate fully.
• Celebrate Achievements: It is important to recognise and celebrate small victories. Whether it’s mastering a difficult concept or completing a challenging assignment, acknowledging achievements boosts confidence and motivation.

Maintaining Momentum: Strategies for Term Time Motivation

As the term progresses and academic demands intensify, parents and tutors can be instrumental in sustaining students’ motivation and supporting their success.

• Variety in Learning: Experiment with different study techniques, incorporate interactive activities or explore educational games that introduce some variety into the learning process. This not only keeps learning engaging but also caters to diverse learning styles.
• Have Regular Check-ins: Maintain open communication with your child or student about their academic journey and progress. By regularly checking in, discussing challenges they may be facing and offering guidance, you can identify and understand any issues early on. Feeling supported and understood contributes to sustained motivation, keeping students on track.
• Encourage Healthy Breaks: Balancing study with breaks is crucial for preventing burnout, reducing stress and promoting positive mental health and wellbeing. Productivity science suggests the 52/17 rule works best, with 52-minutes of dedicated work or focus followed by a 17-minute break; this works well and promotes productivity, efficiency, creativity and motivation. 

Whichever time frame you choose to work with, encourage students to take short, rejuvenating breaks during study periods to refresh the mind. This could be physical activity (like a brief walk) or simply engaging in a hobby. Both can be effective ways to recharge.

Harness the Unique Benefits of Private Tutors

When we think about private tuition, it is often associated with filling knowledge gaps but the right tutor can be enormously beneficial when it comes to keeping students motivated.

• Personalised Learning: Tutors provide individualised attention, tailoring their teaching methods to match your child’s unique learning style and pace. This personalised approach ensures that lessons are not only effective but also engaging, maximising the potential for a student’s success.
• Targeted Support: Students who lack knowledge in a specific subject may experience a lack of motivation. Private tutors can identify the specific areas where your child may be struggling and provide targeted support. Whether it’s clarifying complex concepts, honing specific skills or addressing gaps in understanding, tutors offer focused assistance that complements classroom learning and helps keep them motivated.
• Building Confidence: One-on-one interaction with a tutor creates a supportive environment for students to ask questions and seek clarification without fear of judgement. This boosts confidence, encourages active participation and instils a positive attitude towards learning.

At Hampstead and Frognal Tutors we know every child is different and that each student requires tailored support that allows them to stay motivated and thrive academically. Our experienced and specialist tutors are passionately dedicated to supporting children’s learning and they know from first-hand experience how to keep students motivated and engaged during sessions, both within and beyond term times.

Our tutors will identify the learning styles that best suit your child’s individual needs and devise a tailor-made programme that helps support their learning, sparking motivation to ensure students stay on track to achieve their academic goals.

Allowing students to have some well-deserved ‘switch-off’ time is essential for recharging their mental and emotional batteries and the upcoming Christmas break is an opportune time for students to do so. However, it is also crucial to strike a delicate balance between providing downtime and maintaining motivation as the new year and a new term approaches.

Nurturing motivation and supporting success is an ongoing process that involves collaboration between parents, tutors and students. By fostering a positive learning environment, we can empower students to succeed academically and remain motivated throughout the year.

Keeping students motivated can be achieved through enjoyable learning experiences, maintaining open communication and infusing creativity into their academic journey. Finding an equilibrium between study and rest ultimately ensures that students return to the new term with renewed enthusiasm and the mental resilience needed to navigate the academic journey ahead.

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Useful resources:

1. This interval timer app can help students set focus and break periods to keep them motivated and on track.
2. Netflix has setup a series of Educational Documentaries available through YouTube which cover a broad range of topics and can help support learning during school breaks.

The post Keeping Students Motivated to Support their Success appeared first on Hampstead and Frognal Tutors.

As parents, teachers and tutors, understanding the pivotal role of mental health in a child’s academic journey and recognising the signs of students who may be battling with mental health challenges is crucial. It allows us to support students’ academic performance, foster holistic development and help young people to address potential challenges early by promoting a positive and safe educational environment. 

The Importance of Mental Health and Wellbeing for Students

Challenges with mental health and wellbeing do not always mean a student or an individual has been diagnosed as having a ‘mental disorder’ or being neurodiverse. Mental health can impact anyone at any time for any number of reasons; all mental health stories are different. 

For students, a healthy mental state can contribute to improved concentration, enhanced learning abilities and increased resilience in the face of adversity and academic challenges. In contrast, neglecting mental health can lead to stress, anxiety and perhaps even more severe mental health challenges. Not only can this hinder a student’s capacity to thrive academically but it may also put their overall safety and wellbeing at risk.

A deeper level of awareness also allows partners, tutors, teachers and students to offer more support for those struggling and reduce stigma around mental health, enabling more open conversations and laying the foundations for longer-term wellbeing.

What impacts a student’s mental health?

There are a multitude of factors that can play a role in a student’s mental health and wellbeing. Students may be impacted by things like home life, social interactions, personal relationships or understanding their sexuality but a number of factors surrounding a student’s education and academic performance can also impact their overall mental health. For example:

• Exam stress or the pressure of coursework and homework deadlines can lead to heightened anxiety or sleep disturbance, impacting a student’s academic performance but also their overall mental health and emotional stability.

• Fear of falling behind in a subject or competitiveness with peers may contribute to feelings of low self-esteem and increased stress levels, which in turn play a role in a student’s mental health.

• Transition into a new school or academic year may trigger feelings of uncertainty as students navigate new environments, face unfamiliar challenges and grapple with the need to establish new social connections. This period of adjustment can affect their emotional wellbeing, potentially influencing their academic performance and overall mental health. 

• Pressure to achieve top marks – students who feel a sense of perfectionism or the pressure to meet high, ‘unattainable’ standards can contribute to heightened stress which may have a knock on effect on mental health and wellbeing.

• Peer relationships within school – it is not uncommon for students to have disagreements with peers and conflict within friendship groups can cause emotional distress and heightened anxiety, which will in turn impact mental health.

Equally, students who struggle with social interaction or have fewer relationships with peers may experience feelings of loneliness or a lack a sense of belonging which plays a role in their mental wellbeing.

• Social media – the constant presence of technology and social media in young peoples’ lives today can add layers of complexity to the student experience, potentially exacerbating feelings of isolation and inadequacy.

Identifying Students Who Are Struggling

You don’t need to be an expert in mental health and wellness or child psychology to be able to recognise the signs of a student who is struggling. 

Simply having an awareness of indicative red flags can be a step in the right direction to providing a student with the support they need. The following are some common signs to look out for, though this is not an exhaustive list as students will each process their feelings differently.

• Academic Decline – Some students struggling with their mental health may have a sudden drop in grades or a noticeable decline in academic performance. This could be on account of loss of motivation, disengagement with a subject or school as a whole, lack of sleep or simply excess stress. A decline in academic performance can be indicative of underlying mental health issues so this is worth noting if you spot this in your child or student.
• Changes in Behaviour – Drastic changes in behaviour, such as increased irritability, withdrawal from social activities or a loss of interest in previously enjoyed pursuits may also be a signal of emotional distress and struggles with mental health and wellbeing.
• Physical Symptoms – Frequent headaches, stomach aches or changes in sleeping patterns can be physical manifestations of mental health challenges so parents, teachers and tutors should take note of physical symptoms that persist.
• Social Withdrawal – Mental health challenges can contribute to social withdrawal which can impact both the emotional and academic aspects of a student’s life. If a student is feeling overwhelmed, anxious or is experiencing feelings of inadequacy or negative self-perception, they may isolate themselves from peers, making it difficult to collaborate on group projects or engage in discussions. 

Methods to Support Students’ Mental Health

Parents, teachers and tutors play vital roles in supporting students struggling with their mental health and fostering a positive and safe environment for them to work through these challenges. There is a not a one size fits all approach to tackling students’ mental health and helping to improve their wellbeing but there are various methods parents and tutors can explore:

• Open communication – It is important to create an open dialogue and a safe environment where children feel they can openly discuss their emotions and the challenges they are facing without fear of judgement. 

Without the ability to express these concerns and feelings, students may suppress these emotions which can lead to increased stress, anxiety and a decline in mental health and wellbeing. So having an open forum to communicate with you can be a huge weight off their shoulders and allows you to best support them.

• Liaise with school safeguarding teams – Every school will have safeguarding measures and teams in place to help support students who are struggling with any number of challenges, mental health and wellbeing one of them. 

For parents, it is worth familiarising yourself with who the best point(s) of contact are at your child’s school so you can discuss any concerns openly with the team as well as a plan to ensure your child has the necessary support both at home and at school. 

Equally, it can be worth communicating any concerns or agreed next steps with the school to a child’s tutor. Tutors will always tailor programmes to a student’s individual needs so they will be able to adapt sessions to ensure they are in turn supporting your child’s mental health and wellbeing and fostering a positive learning environment that still helps them progress.

• Educate on Stress Management – Sharing stress management techniques with students such as mindfulness and meditation, Progressive Muscle Relaxation (PMR) and deep breathing exercises can help alleviate stress and support mental wellbeing. Equipping students with effective time management skills can also give students a greater sense of control over their academic responsibilities, helping to further reduce stress.

• Flexibility with deadlines – Deadlines are of course an important part of a student’s education and some, like those mandated by exam boards, will have no flexibility. But, where possible, we encourage teachers and tutors to consider whether any deadlines may have flexibility to help reduce stress and anxiety for students known to be struggling with their mental health as they navigate these challenges.

• Encourage Healthy Habits – Promote a balanced lifestyle that includes regular exercise, a nutritious diet and adequate sleep, as these factors significantly impact mental health.

Exercise promotes the release of mood-enhancing endorphins; a balanced diet supports optimal brain function and quality sleep is crucial for cognitive performance and emotional wellbeing. Collectively, these healthy habits all play vital roles in maintaining and improving mental health.

These habits also include regular periods to relax. Conflicting exams, homeworks, assignments and subjects can be overwhelming for students and it’s very easy to become hyper focused on studies that you leave very little time to switch off. Taking time off from study allows students to recharge, reducing stress and preventing burnout which is crucial for maintaining mental health, enhancing focus and promoting overall wellbeing.

• Seek Professional Support – if a child’s signs of mental health struggles persist, seeking professional guidance and further support from counsellors, psychologists or mental health experts can provide targeted assistance. Recommended contacts can be found in the useful resources section at the end of this post.

Investing in a student’s mental health is crucial for their future success and happiness. By developing an understanding of mental health, the common triggers and management techniques, educators can make a significant difference for those struggling and foster a supportive environment that empowers and supports students as they navigate academic challenges.

Please note this blog post is simply a guide to understanding students’ mental health and wellbeing, and initial recommendations to help support them on their journey. For suggested contacts for detailed, expert advice and confidential support, please see the useful resources section below or contact your GP. 

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Useful resources:

• For students aged 11-18 years old who may be struggling with their mental health and wellness, charity ‘Mind’ has a comprehensive list of recommended organisations, services and helplines that can offer support and information. 

• For students entering into higher education or adults who need support with their mental health, visit Mind’s university student page or the NHS Mental Health Helpline.

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