Developing study habits for lifelong learning
At St Mary's College, we often speak about aliberating education. This is not only about academic outcomes, but about forming young people who have the habits, confidence, and sense of agency to engage with the world thoughtfully and independently.
True freedom is often misunderstood as doing whatever we like, whenever we like. In learning, however, it is closer to what we see in skilled performance. An athlete experiences freedom not when they avoid training, but when disciplined practice allows movement to become instinctive and creative. A musician, once scales and technique are mastered, can interpret and express a piece with originality. A speaker or learner of language, once grammar and vocabulary are secure, can communicate fluently rather than translating word by word.In each case, freedom is not the absence of structure but the result of it. It is the ability to work within strong foundations and then go further, think deeper, and adapt with confidence. This is the kind of freedom we aim to develop in our students through strong study habits and time management.
This term, our junior students have been developing these skills through targeted study and time management sessions. As part of this, we hosted a workshop led by Elevate Education, focused on overcoming procrastination and building practical study strategies.
The Junior Time Management workshop supported students in Years 7 to 9 to develop habits that match the increasing demands of secondary school. Students worked through structured activities, actively applying strategies rather than simply listening to advice. Across the year levels, the focus was staged. Years 7 and 8 concentrated on building routines and learning how to organise their time. Year 9 students extended this to more complex assessment demands, including exams, and learned how to plan study over longer periods rather than relying on last minute effort.
As students move into the senior years, these foundations become even more important. Senior students face greater academic demands while also navigating a complex digital environment that includes online resources, collaboration platforms, and emerging AI tools. These technologies can be valuable when used well, supporting brainstorming, clarification, and feedback. However, they also require discernment. Without strong habits, they can easily lead to distraction or surface level engagement.
The core skills of study remain unchanged. Students still need to plan their time, break down tasks, think critically, practise retrieval, and engage deeply with content. Technology should enhance these processes, not replace them. Our aim is to ensure students remain in control of their learning, using tools to extend their thinking rather than outsourcing it.
When we talk about “study,” we are not referring only to homework or revision before tests. Study is the process of thinking deeply about learning, organising ideas, practising skills, and preparing to demonstrate understanding. It is active, structured, and intentional.
A consistent message in our work with students has been the importance of writing things down. In a digital world of reminders and apps, technology has a place, but it should support thinking rather than replace it. The simple act of writing tasks, plans, and goals helps students clarify priorities and take ownership of their learning. It shifts responsibility from external prompts to internal organisation.
This is strongly supported by cognitive science. John Sweller explains that working memory is limited. When students try to hold too many tasks in their head, their ability to think deeply is reduced. Writing things down reduces this load, freeing students to focus on understanding and problem solving, which is where real learning happens.
Students were also encouraged to break larger tasks into smaller steps, prioritise effectively, and build realistic study routines. These strategies directly address procrastination. When tasks feel overwhelming, they are often avoided. When they are structured and planned, they become manageable and more likely to be started.
For Year 7 students, the introduction of study planners has been an important step. These are not just organisational tools, but tools for developing self regulation. By planning time, tracking commitments, and reflecting on progress, students begin to take responsibility for their own learning in a practical way. These habits, formed early, become essential as academic demands increase.
This understanding of freedom is also deeply rooted in the Catholic intellectual tradition. St Thomas Aquinas describes true freedom not as unlimited choice, but as the capacity to choose well, formed through habit and virtue. In education, this means that daily actions such as planning, persistence, and thoughtful engagement gradually shape the kind of learner a student becomes. Freedom is therefore something formed over time, not something instantly achieved.
These skills develop gradually through practice, guidance, and consistency from the early years onwards. By explicitly teaching students how to study, manage time, and prepare for assessment, we are equipping them with tools that support both academic success and personal growth.
Our aim is to move students away from last minute approaches and towards steady, purposeful engagement with their learning. In doing so, we are not only improving outcomes, but helping to form capable, confident young people who can act with independence and intention.
Daniel Di Lisio
Director of Learning and Teaching
