By Peter Bolam – an experienced A-level tutor with online tutoring platform Superprof.
Making time
For many, facing an exam year at any age can be an overwhelming prospect. But putting in appropriate study time away from the classroom, and being realistic about the amount needed, often forms the foundation of success.
If the student has done the subject before, they basically know the parameters of what’s needed already. But if they’re picking up something like Media Studies, Business Studies, Psychology or Sociology, these are all subjects that are less commonly taught at GCSE, and it means the student will have to give a lot more time to that subject at A-level.
Parents should psychologically prepare the student for effective time management. Parents need to help them to understand that, whilst they maybe did eight or nine GCSEs, they are actually going to work harder for those three chosen subjects at A-level.
Eyes often light up around this time as students are introduced to ‘free periods’. The reality is that these are not free, they are actually study periods, and parents can psychologically prepare their children that it’s possible to get all your work out of the way before coming home. That can lead to reduced stress and better organisation.
Preparing the tools
With education heading further and further into the digital long grass, a wide-range of tools may be needed throughout the academic year, ranging from traditional stationary items to apps for studying. Depending on your child’s age, they can take the bulk of the responsibility for these, giving them more autonomy over their studies as a result.
But if your child needs more support, it’s OK to step in. For example, your child may have access to a desk at home but have they personalised that space to do their best work? Similarly, if school work is completed via an online portal, is the child set up with their log-in details before term time starts? These are small advantages a parent can offer their child.
Be proactive rather than reactive
From an early age, parents must help the student to understand that confronting issues is the way forward rather than running away from them. Therefore, if the signs are there for the child not doing as well as they could do, the child and the parents must engage with this challenge as early as possible. Of course, one way of doing that is getting teacher support in place sooner rather than later.
It is usually standard practice where detailed feedback is coming very quickly back to parents but, if it isn’t, parents have to get in contact with the teachers and lecturers and push for those reports. The grades don’t lie.
When we see dips, that’s where we need to put the care and support packages in place. Tutoring would absolutely be one of those; finding a good tutor that’s going to work with that student to support their learning in a one-on-one environment.
Well-being and routine
For good reason, student well-being is high on the agenda right now.
It can be an uphill struggle to encourage a sensible sleep routine for a teenager but it’s very important. This includes going to bed at a regular time that’s monitored with limited or no access to digital devices. Parents who encourage or even enforce rules around mobile phones being left downstairs and turned off before going to bed are really contributing to positive well-being for their child. If you are feeling particularly ambitious, encouraging the child to read a book for fun rather than doomscrolling on their phone could make an even bigger impact.
Physical exercise is also crucial to positive well-being; we’re thinking about walking, jogging, going to the gym if appropriate. It doesn’t matter what the physical activity is but build that exercise into your family routine so that the young person doesn’t let it fall by the wayside.
No size fits all
I’ve been an A-level tutor for the best part of thirty years and I see parents steering their children towards a specific career path every single year. Some parents have a pretty restrictive view as to what a good career path looks like in the twenty-first century, often because it’s worked well for them or well enough, and they believe their child should be adopting this as well.
If the child’s not buying into it, this obviously can cause quite significant difficulties for everyone. Parents need to recognise the uniqueness of their child and that one rigid approach isn’t necessarily the best. This is easier said than done. Allowing the child to express themselves as to why they feel a certain career path may be beneficial, even if the parent fundamentally disagrees., is also key. Allow that expression to come out.
But once that’s happened, a parent’s role is to help the child reflect on why they want to be choosing a particular career path. Sometimes students don’t really understand what’s involved or may only be wanting to engage with a particular career because they can’t think of anything else. Again, this is where a parent can come in to help them reflect on all of this and essentially be a good listener – a common theme when supporting your child throughout an exam year.
Carrot or Stick?
Of course, the single most important factor that shapes student success is their motivation to study in an effective manner. Most schools and colleges are now very good at showing students what effective studying looks like, but many students never try acting on the advice they are given.
One way to encourage this is through focusing their minds on the point of all this learning. If they can see a purpose to learning then most students are more focused and motivated than they would otherwise be. Discussions about university, career pathways, apprenticeships, internships and work experience can help any student to see the point of studying for their qualifications. Remember that the human brain is not truly adult until around the mid 20’s. This means that although your teen may sound and look like an adult, their brain certainly is not. So, they need clear guidance and support to structure their learning and to help think about the future.
About the expert
Peter Bolam is an experienced Psychology tutor with online tutoring platform Superprof. With over 32 years experience as a teacher and examiner of A-level Psychology and Sociology for all the major exam boards, he has worked as a personal tutor for Sixth Form students and a Head of Social Sciences in State Schools, Independent Schools, Colleges and Prison Education in England and Jersey. Peter holds a B.Sc (Hons) in Sociology and Social Psychology, PGCE (Further and Higher Education) and an MA in Education, bringing both academic expertise and practical insight to his tutoring. To find out more about Superprof, please visit superprof.co.uk
