Many students enter Higher Education with the ability to succeed, but still find the transition to more independent learning difficult. Challenges with planning, prioritisation, task initiation, workload, focus and confidence can affect engagement long before they appear as missed submissions, poor attainment or requests for support.
Academic tutoring and advising conversations can play a powerful role in helping students make sense of these challenges. However, students are often given advice before they have fully understood their own learning behaviours. This can make support feel generic, reactive or difficult to act on.
This webinar explores how behavioural self-awareness can provide a more useful starting point for academic tutoring conversations. Drawing on research linked to executive function, self-regulated learning, cognitive load, flow and chronobiology, the session will consider how students can be helped to reflect on three practical questions: how they organise their work, how they manage workload and momentum, and how they protect focus and use their energy effectively.
The session will draw on the development and early use of the StudySMART Profile as a practical example of how structured behavioural reflection can support students and tutors. Early feedback suggests that this approach can help students describe their study habits more clearly, recognise unhelpful patterns earlier, and arrive at conversations with greater clarity about what might need to change. Tutors and advisers can also gain a more consistent, focused and developmental starting point for discussion.
Participants will leave with practical ideas for using behavioural reflection to support transition, strengthen academic tutoring conversations, and help students move from general study advice towards more personalised and deliberate action.
If you would like to try the StudySMART Profile for free before this webinar, please use the following link and enter the code: UKAT26W
https://studysmart.mindpilotconsulting.com