Unconventional Study Tips That Actually Work
Every student wants to study more effectively. But what if some of the most common advice is actually holding students back?
Cognitive science has something to say about that. In recent years, researchers have uncovered a set of study techniques that directly contradict traditional study habits. These approaches might sound strange at first, but they’re grounded in how memory and learning actually work. At SAOTG, we believe in evidence-based coaching. If something helps students retain more, recall faster, and stay mentally agile—especially under stress—it’s worth considering. And these research-backed methods don’t just improve academic outcomes. They reinforce key Executive Function (EF) skills like cognitive flexibility, metacognition, and self-regulation.
If your student is stuck in a study rut, now’s the time to shake things up. These unconventional habits may be the upgrade they didn’t know they needed.
Change the Scenery
Conventional wisdom tells students to find a “perfect” study spot and stick to it. But research tells a different story.
Psychologists have found that varying your study environment can improve memory and retention. In one study, students who reviewed material in two different rooms—a windowless, cluttered space and a bright, modern room with a courtyard view—retained more than those who studied in just one location .
The brain builds subtle associations between the material being learned and the background context—the lighting, the smell, even the way the room sounds. When that context shifts, the brain creates new neural pathways, anchoring the information more deeply. This variety forces the brain to work harder to retrieve the same knowledge under different conditions. That’s a win.
Encourage students to rotate between locations: the kitchen table, a public library, a park bench, or even different seats in the same room. The more flexible their learning context, the stronger their cognitive scaffolding becomes.
Mix It Up in One Sitting
Another common myth is that students should “block” their study sessions by topic: review all of biology today, all of history tomorrow. But that single-subject approach is less effective than mixing it up.
To be clear, we’re not talking about multitasking. Multitasking is ineffective. We’re talking about switching what task you are focusing on throughout your study session rather than dedicating the entire study session to one subject.
Known as interleaving, this strategy involves alternating between different types of material in a single session. Studies have shown that students who reviewed mixed sets of problems—rather than a series of similar ones—performed significantly better on later assessments .
In one experiment, students who practiced various problem types in one session scored twice as high as those who studied one type at a time. The brain, it turns out, learns more when it’s forced to distinguish between concepts, rather than repeat the same one over and over. This approach supports EF development too. It encourages students to shift cognitive gears frequently, improving mental agility and deepening conceptual understanding.
A practical tip: during a two-hour study block, a student might review math for 30 minutes, switch to history notes, then tackle a few chemistry flashcards.
Forget on Purpose (Then Relearn)
It’s tempting to think of forgetting as failure. But science tells us it’s an essential part of learning.
Spacing out review sessions over time—rather than cramming—actually improves long-term retention. When students return to material after a few days, their brains have to work harder to retrieve it. That struggle strengthens memory and understanding.
One researcher described it this way: “The idea is that forgetting is the friend of learning. When you forget something, it allows you to relearn, and do so effectively, the next time you see it” .
This technique, called spaced retrieval, builds metacognition—the ability to monitor and direct your own learning. Students become more aware of what they do and don’t know. That awareness helps them study more strategically.
Parents and educators can encourage this by helping students create a simple study calendar: touch the material today, again in three days, again in a week. It doesn’t take more time overall—but it yields far better results.
Use Testing as a Learning Tool
Most students think of tests as a way to measure knowledge. But research shows that testing can also create knowledge.
When students practice retrieving information from memory—through quizzes, flashcards, or mock exams—they’re doing more than assessing readiness. They’re reinforcing the learning itself. The act of retrieval changes how knowledge is stored, making it easier to access later.
And the harder the retrieval, the more powerful the impact. This is known as “desirable difficulty.” When students really have to work to remember something, that effort makes it more likely to stick long-term .
Practice testing does two things at once: it builds retention and trains students for the pressure of test day. This dual function makes it one of the most efficient strategies out there.
Instead of rereading notes, students should test themselves repeatedly on the same concepts. Use index cards, apps, or old test questions. The key is to retrieve the answer, not just re-expose the brain to the information.
Why These Tactics Matter More Than Ever
Unconventional study habits force students to get uncomfortable. They introduce friction, variation, and effort. And while that might feel inefficient at first, it’s exactly the kind of challenge that strengthens EF.
Students who learn to rotate study spots, mix topics, embrace forgetting, and test themselves aren’t just preparing for their next exam. They’re training to think independently, adapt quickly, and perform under stress.
A Note for Parents: Encouragement Over Correction
If your student resists these techniques—if they prefer to stay in their usual spot, review one subject at a time, or cram late into the night—it’s not because they’re lazy. It’s because old habits feel safe. New ones feel uncertain.
Your role isn’t to police how they study. It’s to ask questions like:
“How’s that method working for you right now?”
“Would you be willing to experiment with something different this week?”
“Do you want help setting up a simple test-yourself routine?”
These conversations shift the focus from right or wrong to trial and feedback. They give students room to take ownership—and to discover what actually works for them.
Coaching the Counterintuitive
At SAOTG, our academic coaching model integrates research-based strategies with real-world student behavior. We don’t just teach students what to do. We help them understand why it works—and how to make it sustainable.
If your student is ready to break free from ineffective routines and try a smarter, science-backed approach to studying, our coaches are here to help. We tailor these techniques to match each student’s learning style, schedule, and goals—so they don’t just study harder. They study better.
For more practical strategies, explore related blogs like The Science of Spaced Repetition, Beating the Instant Gratification Trap, and The Exam Prep Cycle. Each one offers tools and mindsets that help students move from reaction to intention—and from good effort to great results.
It turns out the best study advice isn’t always the loudest or the most familiar. Sometimes, the most effective changes are the ones that challenge our assumptions—and ask us to rethink what learning should feel like. Uncomfortable? Maybe. Unusual? Definitely. But unforgettable? That’s the whole point.
