Why Tutoring Is Beneficial for High School Students from Year 7

Starting high school in Year 7 is an exciting time, but it can also be super challenging. Students are introduced to new subjects, higher expectations, and more independent learning. Tutoring can play a valuable role in helping students adjust smoothly and build a strong foundation for future success.

One of the biggest benefits of tutoring is personalised learning. In a classroom, teachers must support many students at once, which can make it hard to address individual gaps. A tutor can focus on a student’s specific needs, explain concepts at their pace, and revisit topics until they feel confident. This early support prevents small misunderstandings from turning into bigger problems later on.

Tutoring also helps students develop good study habits from the start of high school. Skills such as organisation, time management, and exam preparation are essential, and learning them in Year 7 sets students up for long-term success. As confidence grows, students are more likely to participate in class and take ownership of their learning.

Finally, tutoring can reduce stress for both students and parents. Knowing extra support is available creates reassurance and encourages a positive attitude towards school. Overall, tutoring in Year 7 helps students feel confident, capable, and ready to thrive in high school.

Shyla Gloster

One of the most common things students say is “I studied for hours, but I still didn’t do well.” While this can be frustrating, the issue is often not the amount of time spent studying, but how that time is used. Learning how to study effectively is one of the most important skills a student can develop, yet it is rarely taught directly.

Many students rely on rereading notes, highlighting textbooks, or copying out answers. These methods feel productive, but research shows they are some of the least effective ways to learn. They create familiarity, not understanding. Being able to recognise information is very different from being able to recall it under exam conditions.

More effective study techniques focus on active learning. One example is retrieval practice, which involves testing yourself without notes. This could be answering practice questions, explaining a concept out loud, or writing everything you remember on a blank page. This method strengthens memory and helps identify gaps in understanding early.

Another powerful strategy is spaced practice. Instead of cramming the night before a test, spreading study sessions over days or weeks leads to better long-term retention. Even short, consistent sessions are more effective than one long study block. This also reduces stress and burnout, especially during busy assessment periods.

Students also benefit from reflecting on mistakes. Instead of avoiding incorrect answers, analysing why something went wrong can lead to deeper understanding. Errors are often where the most learning happens, as long as students engage with them properly.

Developing strong study habits takes time and experimentation. What works for one student may not work for another, but being intentional about study techniques can make a huge difference. Learning how to learn is not just about improving grades. It builds confidence, independence, and skills that carry through to senior school, university, and beyond.

Samin Hossain

Too often, students feel overwhelmed when starting to write essays and so they constantly feel unmotivated when given an essay question to answer. Here are some of my best strategies so that you can write essays confidently!

1. Do not start with writing your introduction first. Many times, the worst roadblock for students is that they believe they need to begin by writing their introduction perfectly. But this does not have to be the case! After you have planned your response, start with writing your body paragraphs and then write your introduction at the end. Since you will have already fleshed out your arguments, the introduction will become much easier to write!

2. Break down the essay question. Every essay question has valuable key words that can help you structure and plan the arguments you want to develop. Highlighting and brainstorming in regards to these key words will help you recognise what material is important to focus on and what is likely irrelevant.

3. Start with what you are most confident with. Instead of always starting with your first body paragraph, if your second body paragraph argument is the one you are most confident with, then start with that! This helps build momentum so that you will feel more confident as you continue writing the other sections.

4. Most importantly, the first draft of an essay is never perfect! It is only in later drafts that everything starts to become more cohesive through the editing process.

Hopefully these strategies are helpful and remember: making a start on your essay, even if it isn’t perfect, is better than making no start at all!

Kristina McLean

When Cranbrook School announced its move away from an all-boys environment into coeducation, it tapped straight into a debate plenty of Sydney families know well: does school gender mix make a difference?

First up, the big picture: there isn’t a clear academic winner. Major reviews summing up hundreds of studies — including research with more than 1.6 million students globally — find little to no difference in academic outcomes between co-ed and single-sex schools once you control for background factors like socio-economic status and teaching quality. Meaning boys and girls often do just as well regardless of school type. But look closer at Australian data and you’ll see patterns people cite. Exclusive analyses of the 2025 national NAPLAN results showed that single-sex schools, though only about 7 % of enrolments nationally, take a disproportionate number of spots in the top academic rankings. Forty-two of the top-performing schools are single-sex institutions.

Some specific subject-level trends show up too: girls from girls-only settings have historically been more likely to take advanced STEM subjects such as higher maths and chemistry compared with co-ed peers. Socially and culturally, co-ed schooling is argued to build everyday communication and empathy across genders — practical skills for uni, workplaces, relationships and life in Sydney and beyond.

So is co-ed “better”? Not necessarily. But the real world of friendships, mixed workplaces and social networks isn’t single-sex — and that’s exactly what co-ed high school is preparing students for.

Whether it’s academic results or life skills, the best choice always comes back to the individual student — not if the uniform is M or F.

Benjamin Tay

Tutoring sits at an interesting intersection between education and human connection. Unlike classroom teaching, where one educator must manage many students at once, tutoring allows learning to become more personal and flexible. One consistent observation from tutoring sessions is how powerful this individual attention can be in reshaping a student’s confidence, not just their academic skills.

Many students arrive at tutoring believing they are “bad” at a subject. This belief is rarely due to a lack of ability; more often, it comes from gaps in foundational knowledge or negative classroom experiences. Tutoring creates a space where these gaps can be explored without judgement. When students realise that confusion is not failure but a natural part of learning, their attitude often changes. They become more willing to attempt questions, and mistakes are viewed as opportunities rather than setbacks.

A particularly effective tutoring strategy is guided questioning instead of immediate explanation. Encouraging students to talk through their thinking helps develop metacognition and allows misconceptions to surface naturally. This approach also gives students a sense of ownership over their learning. In subjects such as mathematics and English, it supports deeper understanding rather than simple memorisation.

Tutoring also highlights the importance of adaptability in education. Every student learns differently: some benefit from visual explanations, others from discussion or repetition. The ability to adjust pace, examples, and teaching style is one of tutoring’s greatest strengths and reflects what effective education should aim for more broadly.

Ultimately, tutoring is about more than improving grades. It helps rebuild confidence, encourage curiosity, and support students in seeing themselves as capable learners- an impact that often extends well beyond the tutoring session itself.

Alicia French

I observed Joe tutor a Year 6 maths student today in algebra. The session began with him asking about the student about his week, spending 5 minutes to talk to him on a more personal level before launching straight into work. I think this approach really works especially with younger students because it establishes a more comfortable environment and shows them you’re interested in not only what happens inside the classroom but outside it too.

What also really stood out to me was how Joe handled mistakes. When the student incorrectly moved a number, he made sure that the student realised their mistake and then gave them similar questions like that to test their understanding until they didnt make that mistake again. He made sure the student didnt feel embarrassed which is attributed to his friendly demeanor and approach. By the end of the session, the student was clearly more confident and comfortable with algebra. He made sure to build up the students confidence and made sure the student believed he was capable of doing any algebra question thrown at him.

Overall, Joe made sure that the student was confident in himself and that translated into the student’s work and ability.

Annaliese Lakis

In the fast-paced world of education, there is a common misconception that a “good” tutoring session is one filled with constant talking. We often feel the urge to fill every quiet gap with explanations, hints, or encouragement. However, I’ve recently been reflecting on one of the most powerful, yet undervalued techniques: The Strategic Silence.

When we ask a challenging question, the student’s brain begins a complex process of gathering the right information to answer the question. If we jump in after only three seconds to offer a hint, we effectively abort that mission. By practicing Wait Time, we signal to the student that we have confidence in their ability to find the answer.

I noticed this during a recent session on literary analysis. I was going through a worksheet with one of my students, where she was trying to identify the next number in a number pattern that was going up by 100. She found it difficult to identify the next number after 950, and we had answered a similar question a few minutes prior. Instead of telling her it was 1050, I sat in silence for a few seconds which allowed her to think and remember what I had explained a few questions prior and then got the answer all on her own.

I found that this works because it moves the responsibility of “doing the work” from the tutor to the learner. Ironically, rushing to help can make a student feel more pressured. A calm pause lowers the stakes. It also allows students to check their own logic before speaking it aloud.

As tutors, our success isn’t measured by how many problems we solve in an hour, but by how much independent thinking we facilitate. Silence isn’t a lack of progress; it is the sound of cognitive gears turning. Next time you’re tempted to jump in and “save” a student from a difficult thought, try counting to ten in your head instead. You might be surprised by the brilliance that emerges from the quiet.

Nicole Stamatelatos

The transition from primary school to high school is an exciting milestone, but it can also be one of the most challenging stages for a student’s. Increased academic expectations, multiple teachers, heavier workloads, and new social environments can feel super overwhelming especially in the first year of secondary school.

This is when tutors can play a vital role in helping students navigate this change with confidence. One of the most important areas of support is academic readiness. We can reinforce core literacy and numeracy skills, address learning gaps early, and help students adjust to the faster pace and higher expectations of high school subjects. By previewing content and consolidating classroom learning, students are less likely to fall behind and more likely to participate confidently in class.

Beyond subject knowledge, tutors also help students develop essential learning skills. High school requires greater independence, organisation, and time management skills which we can assist in. Tutors guide students in planning assessments, managing homework across subjects, and building effective study habits.

Just as importantly, tutors provide emotional support during a time of significant change. Many students experience anxiety or a drop in confidence when starting high school. Regular tutoring sessions offer a safe, supportive environment where students can ask questions freely, build self-belief, and learn how to approach challenges with tutors who also recently experienced high school life and all the challenges that come with it.

With the right guidance, the transition to high school doesn’t have to be daunting. Tutoring helps students build confidence, independence, and strong learning foundations; setting them up not just to cope, but to thrive in secondary school.

Airi Yamanaka

There is a specific look a Year 10 student gets when they first encounter a Punnett Square: a mix of mathematical intrigue and biological bewilderment. In a recent tutoring session, we moved past the rote memorization of the “GCSE” or “Year 10” syllabus and dove into the “why” behind inheritance.

One of the greatest challenges in teaching Biology is the scale. We are asking students to visualize molecules—DNA, genes, and chromosomes—that they cannot see with the naked eye. To bridge this gap, I find that moving away from the textbook and toward the analogy of the “Architect’s Library” is a game-changer. I explain that the nucleus is the library, the chromosomes are the massive books, and the genes are the specific sentences that give instructions on how to build “You.”

During the session, we reflected on the concept of Alleles. The student struggled with why a “recessive” trait would just disappear in one generation only to pop up in the next. We treated it like a “battle of the volume knobs.” A dominant allele is a loud, booming voice; the recessive allele is a whisper. The whisper is still there (the genotype), but you can only hear it if the loud voice leaves the room (homozygous recessive).

This reflection reminds me that tutoring isn’t just about relaying facts; it’s about translation. By the end of the hour, the student wasn’t just filling out squares; they were predicting the eye colors of imaginary offspring with genuine excitement. For any Year 10 student, Biology shouldn’t feel like a list of Latin terms—it should feel like they are finally being handed the instruction manual for life itself. Whether we are discussing Mendelian genetics or the ethics of CRISPR, the goal remains the same: making the microscopic world feel monumental.

anthea preketes

When I first started tutoring, I majorly prioritised knowing the content and explaining it clearly. While that is an extremely important part of what tutors do, another more underrated priority I’ve discovered is building your students confidence first to make sure that my explanations stick.

A lot of the time, my students didnt struggle because they couldnt understand the work. They struggled because they didnt believe they could. I’ve had students who actually knew the steps to solve a problem, but still said “I’m bad at this” before even trying. Others would look at me after every line just to check they weren’t wrong. It wasn’t a knowledge or ability issue, it was self-doubt. So i ended up pivoting how i tutor and asked more leading questions to get them to explain the concept to me. Once they started getting more and more answers correct, they became more confident to try and get the answers right. They conversely were less discouraged when they got the answers wrong.

This shift also majorly changed the way I saw my role as a tutor. I stopped feeling like I had to be the one with all the answers and started focusing more on creating a space where students felt safe to think out loud and make mistakes. Sometimes that meant sitting back and letting the silence linger while they worked through a problem themselves. Those moments might feel small, but they’re powerful because I’ve realised that when students know they can solve something on their own, it sticks far longer than anything I could explain.

Annaliese Lakis