Research Backed Study Skills

While working closely with high school and college students, I have learned that there are decades of cognitive science give us clear guidance on what truly helps students learn, retain information, and perform better on exams. This month I will be diving deep into this topic via a Learning Science and Academic Coaching program through The Youth Coaching Institute to support my coaching practice. Meanwhile, below I share some of the most effective, research-backed study strategies, and how I support students in turning them into real habits.

Research-Backed Study Skills That Make a Real Difference

1. Active Recall (Self Testing)

Instead of rereading notes or highlighting (which most students have been taught to do) students learn more when they pull information out of their brain, through practice questions, flashcards, or explaining concepts out loud. Using tools like Quizlet or ChatGPT can help create practice questions and quizzes and different versions of the problems students get wrong so that they can work on it until they

get it right.

Example:After studying biology, a student closes their notebook and writes down (or says out loud) everything they remember about photosynthesis, before checking their notes.

Why it works: Retrieval strengthens memory and shows students what they actually know (and don’t yet).

 2. Spaced Practice (Don’t Cram)

Studying the same material over multiple, shorter sessions. spread out over time, leads to far better retention than last-minute cramming. In coaching, I help students plan out their study schedules.

Example:Instead of studying for a history test the night before, a student reviews for 15–20 minutes on Monday, Wednesday, and Friday.

Why it works: The brain learns more efficiently when it has to revisit and rebuild knowledge.

3. Teach It! (Explain It in Your Own Words)

When students explain why something works, connect it to what they already know, or teach it to someone else, understanding deepens. Combining teaching it with written diagrams, drawings or charts helps with comprehension.

Example:A student explains a math concept to a parent, sibling, or friend, or pretends they’re the teacher and talks through the steps out loud.

Why it works: Making meaning builds stronger neural connections than memorization alone. And, the brain processes visual and verbal information through different pathways, strengthening learning.

4. Interleaving (Mix It Up)

Practicing different types of problems or concepts in the same study session, rather than one topic at a time, helps students learn when and how to apply skills.

Example: During a math study session, a student alternates between algebra, geometry, and word problems instead of doing all one type at once.

Why it works: It helps students recognize which strategy to use, not just how to do it.

5. Elaborative Interrogation

When reviewing factual information ask why does it make sense or why is this true

Example: A student is studying biology and comes across the fact: “Plants need sunlight to make food.” Instead of just memorizing it, they ask: “Why does sunlight matter here?” They answer: “Because sunlight provides the energy plants use to turn carbon dioxide and water into glucose during photosynthesis.”

Why it works: If you know something about the subject, interrogation can generate more appropriate explaintions for why a fact is true; this improves memory of the fact.

6. Metacognition (Thinking About Thinking)

Strong learners regularly reflect.

Example: What’s working? What’s not? What should I change next time? This reflection practice is a part of every coaching session 

Why it works: Awareness helps students adjust strategies instead of repeating ineffective ones.

A Note for Neurodivergent Students & Executive Function Challenges

For students with ADHD, learning differences, or executive function challenges, these strategies often work best when adapted, or not done “by the book.” That might mean studying in shorter chunks, using visuals or voice notes instead of long written notes, explaining material out loud while moving, or relying on reminders and routines rather than memory alone. Difficulty with organization or follow-through is not a lack of motivation; it’s a signal that more structure and external support can help. When strategies are personalized to how a student’s brain works, studying often becomes more effective, and far less exhausting.

Coaching in Action: Following the Journey

One student I worked with had a very common study habit: reading and rereading notes before tests. He was putting in the time, but his test scores didn’t reflect his effort, and he felt frustrated.

Through coaching (and support from his mom), he tried something new:

• He started drawing the concepts instead of just reading them.

• Then he explained what he learned out loud to his mom, step by step.

• And he repeated this several times.

His understanding deepened, his confidence grew, and his test scores improved significantly. The content finally stuck, because he was actively engaging with it, not passively reviewing it.

How Coaching Helps Students Use These Skills (Consistently)

Knowing about good study strategies isn’t the same as using them, especially for teens and young adults juggling busy schedules, sports, social lives, stress, or executive function challenges.

Coaching supports students by helping them:

• Identify which strategies fit their learning style

• Build realistic study routines

• Practice planning, organization, and follow-through

• Reflect on what’s working and adjust when needed

• Build confidence and ownership over their learning

Coaching focuces on skill-building, not pressure, helping students feel capable, organized, and supported.