Practical guide

Study techniques for teenagers

There is no single way of studying that works equally well for everyone. These three strategies can support more active and organised study.

1. Retrieval practice

Try to remember before looking at your notes again.

Answering questions, explaining a topic without checking it or writing down what you remember requires you to retrieve information from memory. This practice can support learning retention.

Try it: close your notes and write down three key ideas. Then check what is missing or needs correcting.

2. Distributed practice

Spread study across different occasions.

Studying a subject on several occasions, instead of concentrating everything into one session, can support long-term retention. Specific intervals should suit the task and the time available.

Try it: plan one review today and another later, instead of leaving everything until the end.

3. Interleaving

Alternate related types of problems or content.

Interleaving certain types of problems can help learners distinguish when to use each procedure. Its usefulness depends on the type of task and its context.

Try it: mix two types of exercise you have already practised instead of completing many identical ones in a row.

Guidance, not a universal formula

Techniques such as Pomodoro, Feynman or Cornell can be practical resources to try and adapt. They do not all have the same level of scientific support, and no single duration is ideal for everyone.

What could the first step be?

Choose one strategy, use it for a specific task and notice whether it helps. The Study in my world questionnaire suggests options based on your answers.

Discover your study profile

Educational sources

Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354–380. https://doi.org/10.1037/0033-2909.132.3.354
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students' learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266
Roediger, H. L., III, & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255. https://doi.org/10.1111/j.1467-9280.2006.01693.x
Rohrer, D., & Taylor, K. (2007). The shuffling of mathematics problems improves learning. Instructional Science, 35, 481–498. https://doi.org/10.1007/s11251-007-9015-8