On the move
So far, 2026 has been a year of significant change. Even for me, a person who thrives on the variety and busyness of what my daughter calls “a finger in many pies”, this amount of change has left me feeling that I am dropping off only. Never parking up and turning off the engine. Frankly, it all seems a little out of control, much like the garden after the rapid growth of midsummer. What I need is a routine.
At the other end of the busyness spectrum are A Level students who have just finished their exams or graduates struggling to find a permanent job. They now have significant time on their hands after months of high-stakes activity. After much-needed downtime, the state of having nothing to do loses its sparkle. On days when there are no demands, you can feel equally exhausted and out of kilter. The solution is to establish a routine.
Having a routine of sorts, even on lazy days keeps you grounded, creative, connected and productive - four facets of a healthy life. Gently encouraging a sense of purpose and a goal for each day, however small, gives some vital control.
Students who have had rigid timetables and structures imposed on them by their teachers, tutors and parents can find the move away to university, when they now must manage their own time a difficult transition. Without constant direction, these students often face decision fatigue, feel overwhelmed and lack the self-motivation needed to succeed. In some ways the same is true for A Level students faced with a more flexible timetable and greater demands - extensive study outside of lessons, learning to drive, part-time job, social calendar. The transition to sixth form or university introduces specific hurdles for these students.
How to manage unstructured time and no daily check-ins from others
Decision Paralysis -having too many choices and fear of failure
Taking Responsibility for ‘adulting’ (cooking, cleaning, managing finances) and self advocacy.
Loss of Confidence/imposter syndrome. Students who did well when directed by others may struggle with the critical thinking and independent thought needed to succeed post-16.
Coaching (not tutoring) can help the transition. Rather than fixing knowledge gaps, coaching is more holistic, working with students to identify the barriers to learning, increase motivation, building resilience, improving organisation and helping students grow into successful, grounded, balanced, self-directed learners. Sixth formers who have been coached are far more likely to succeed when they move on to university.