5 Common Habits of Struggling Students and How to Address Them

Working with kids one on one as a tutor has given me a closer look at some of the habits that many struggling students have in common. As someone in an “ally” position as opposed to a perceived authoritarian, I’ve also been able to gain some insight into students’ motivations, their perspectives on school, teachers, assignments, etc., and their perception of themselves as students.

I’d like to share some of these insights with you as well as some methods that I’ve found to be effective in helping these kids turn things around academically. Both classroom teachers and parents can work with these methods.

With a few small tweaks, students see that they’re working more effectively and proactively and the results pay off in better grades, greater understanding of the subject matter, and increased self esteem.

1. Habit: struggling students rarely ask for extra help (or if they do, it’s too little too late).

* Method: remind students that teachers can’t read their minds and model appropriate ways to ask a teacher for help.

Whether out of shyness, a lack of motivation, or a belief that the situation can’t be improved, struggling students rarely seek out additional explanations from their teachers or classmates. Reminding them that the responsibility lies with them to seek clarification when they don’t understand something (rather than expecting teachers to read their minds) is crucial to changing this habit.

I model for students appropriate ways to ask a teacher for help and discuss when this should be done. I encourage students to first state clearly what part they do understand and then describe in detail what still confuses them. This approach (as opposed to “I don’t get it”) helps students take stock of what they know and what they don’t know, and take an active vs passive role in increasing their own understanding.

2. Habit: struggling students often perceive the problem as wide reaching and largely out of their control (“I’m just not good at math,” “the teacher doesn’t like me,” “the teacher doesn’t explain things in a way I understand”).

* Method: help students see the connection between things they can control (effort, preparation, etc.) and results through concrete examples.

As teachers, we’ve likely come across students who are great at coming up with all sorts of excuses. While excuse making can be part of the problem with struggling students, I find that it’s often symptomatic of a larger issue: they don’t actually see their success (or lack thereof) in school as being largely within their control. They may acknowledge that not doing their homework is “their own fault” and that it affects their grades, but frequently their overall attributions for their performance in school are more global and externally focused.

Reminding these students regularly about all of the many things they do have control over and emphasizing the connection between effort and results is key.

I ask students to identify which factors they can control and which ones they can’t, correcting any “misperceptions” as we go (e.g., a student might say that he or she can’t control how hard a test is, which is true, but we can reframe that as being able to control whether he or she uses any assigned study guides to prepare and/or asks the teacher for clarification on what topics will be tested).

Using concrete examples of successes or failures (paired with the specific efforts and actions that went into them) helps to relocate the perceived locus of control to one that is more internal than external. For example, in the case of a quiz that went well, you might ask: did you know this material better than other material? How did you come to know it better? Did you ask questions in class or pay closer attention? Did you study more before the quiz? How did you study?

3. Habit: struggling students often don’t think ahead about tests and quizzes, and they underestimate the amount of time/effort required to do well on a test, quiz, or project.

* Method: help students honestly assess their own understanding of a topic and determine what will be needed to get to a higher level of understanding (ideally close to 100%).

I can’t tell you the number of times that students I’ve tutored have come to me the day before a big test (one that they’ve known about for a week) with 20% of the material mastered and expect to learn everything in an hour. When I tell them that they inevitably have several hours more work to do at home, they’re shocked (and dismayed lol). In their minds, it’s totally reasonable to learn the majority of the material for a test in one quick study session. I also hear, “I don’t need to study a lot for this test because I know everything for it,” only to find out that they know less than half of the material that will be tested.

What I really try to reinforce with these students is the need to: a) honestly assess their own understanding/mastery along the way, not just right before a test, and b) set aside the time required to get to a high level (ideally close to 100%) of understanding/mastery.

Again, this emphasis requires an active vs passive approach on the student’s part. As a starting point, I often ask students to assess their understanding prior to studying, after studying, and then after taking a test but before getting the results. Over time and with practice they get better at making the connection between what they know, what they need to know, and how much time and effort it will take to get there.

4. Habit: struggling students may not be using class time productively.

* Method: suggest a 2 or 3 day trial period when students will take good notes, ask questions, and use extra time to start homework. Then ask them to reflect on that experience.

The majority (but not all) of my struggling students don’t take advantage of class time to take notes, clear up any questions they might have, and get a jump on the day’s homework if that’s possible. Teachers or even the students themselves will often report these issues to me.

I try to encourage struggling students to make the most of class time by highlighting that it will reduce their work load later. Often I’ll suggest a 2-3 day “trial” during which the student will diligently take notes, ask questions, and use any remaining time to start homework or work ahead.

Then I ask them to report how that felt and what differences they noticed from before. Did class go by faster? Did they notice that their understanding was any better than usual? Did they feel more interested in the subject matter? After this trial, most students notice that they actually prefer being more engaged and productive during class. They understand more and it feels better.

5. Habit: struggling students tend not to set goals, or they set vague goals or ones that are below their capabilities.

* Method: help students set meaningful, measurable goals, break down the actions necessary to meet them, and plan ahead for obstacles.

One of the biggest things that has helped my struggling students is working with them to set specific, measurable goals (“get a B or better”) and to break down all of the small steps required to achieve them (“complete all homework on time,” “make sure my notes are complete before I leave class”). It is also helpful to have students identify and anticipate potential obstacles (“sometimes I forget my homework at home”) and come up with solutions (“after finishing my homework I’ll put it in the correct folder right away”).

I usually have to pull the specifics out of them a bit, but I try to make the process one that is largely student driven, with my role limited to asking questions to get them thinking. Typically, once they set the goals and define the necessary steps I notice an improvement in their motivation and effort level. The steps provide accountability and the goals provide a reminder that they do, in fact, want to achieve something. Revisiting both the goals and the steps to achieve them also helps to bring the locus of control back to mostly internal vs external factors.

I’d love to hear what methods you’ve found successful in helping struggling students, so please let me know in the comments below!