The Missing Lesson in School That Could Have Changed Everything
Most schools teach what to learn but rarely how to learn. Equipping students with effective learning strategies transforms their learning journey, empowering them to be confident lifelong learners.
Picture this: a 10-year-old me, sitting at my wooden desk in a dimly lit classroom, history textbook open. The teacher’s voice droned on, but for me, the words leapt off the page. The lives of historical figures, their epic struggles, and the turning points of civilizations felt like pieces of a grand story I was a part of. I didn’t have to strain to remember dates or events—each chapter unfolded like a vivid narrative in my mind. History didn’t feel like studying; it felt like an adventure.
But when it came to math, the story was different. The numbers and formulas seemed to blur together, refusing to stick no matter how many hours I put in. I would stare at the blackboard, trying to make sense of problems that seemed to dissolve as quickly as I wrote them down. The harder I worked, the more my frustration grew. I didn’t fail math, but I never excelled. Every barely-passing grade was the result of hours of effort that left me exhausted and discouraged.
At the time, I didn’t question why some subjects clicked for me while others didn’t. I chalked it up to natural talent or the idea that some kids were just “math people.” It never occurred to me—or to my teachers—that perhaps the real problem wasn’t my ability in math, but that I had never learned how to learn math.
Years later, as an adult trying to juggle work, family, and a desire to pick up new skills, that same struggle came back to haunt me. This time, though, it wasn’t just math. The questions gnawed at me: How do I learn something new efficiently when I don’t have the luxury of endless study hours or exam cramming? I had never learned how to learn.
And it was only then, with the benefit of hindsight, that I realized: I was never taught how to learn in the first place. And neither are most students today.
Why Learning How to Learn Matters
Looking back now, I realize that my struggles in math were not unique. In fact, they mirror the experiences of countless students today. When I see kids sitting in classrooms, grappling with the same subjects I once did, it’s as if time has stood still. The textbooks might have fresher covers and a few updated topics, but the approach remains remarkably unchanged. Students are still expected to absorb information in the same one-size-fits-all manner, whether it’s memorizing historical dates or solving math equations.
The reality is that, for most kids, learning is still a trial-and-error process. Each child must figure out, often through sheer luck or external help, the most effective way to study. Some rely on mimicking the teacher’s methods, some receive extra guidance from parents or tutors, and a few manage to find their own path by experimenting with different techniques. The problem is that these approaches are inconsistent, and the learning experience is often fragmented. There’s no structured guidance on how to learn.
And this is where the real issue lies: students are encountering new subjects for the first time in their lives without being equipped with the tools to master them. It’s not just about teaching history, math, or science—it’s about teaching students the process of learning itself. The "how" of learning is left up to chance, with each child having to figure it out on their own. It’s a silent struggle that plays out in every classroom, year after year, as students try to navigate a system that teaches what to learn, but rarely how to learn it.
The same struggle I faced decades ago is still present in classrooms today, but this realization didn’t hit me until I became an adult learner. As I tried to pick up new skills and knowledge in the midst of a busy life, I began to understand the weight of this unspoken challenge. If learning how to learn had been a part of the curriculum back then, maybe I wouldn’t have had to rely on sheer effort and countless hours to make progress.
Rediscovering How to Learn
Years later, as I settled into adult life, the old questions I had as a student began to resurface. This time, however, they took on a new urgency. Unlike a school kid with hours to dedicate, I had to balance work, family, and a desire for self-improvement. Learning was no longer something I could approach casually; it needed to be efficient and effective. I couldn’t just hope that information would stick through repetition. I had to understand the most optimal way to study—and that’s when it struck me: I had never learned how to learn.
Determined to fill this gap, I dove into the world of learning strategies, combing through books, articles, research papers, and expert advice. I explored everything from spaced repetition and active recall to memory techniques and cognitive science principles. But as I absorbed all this information, a thought lingered in the back of my mind: Why was I just learning these things now? The methods I was discovering weren’t new—they had been studied and refined for decades, even centuries. Yet, I had never encountered them in all my years of schooling.
The more I explored, the more I noticed a pattern: most resources on "how to learn" seemed to be geared towards adult learners, university students, or professionals looking to acquire new skills. There was no shortage of advice on mastering new knowledge quickly or hacking your learning for better productivity—but who was talking to the school kids? Where were the resources for the children who encounter these struggles for the first time, at a stage when learning how to learn could shape their entire educational journey?
I couldn’t shake the feeling that something crucial was missing in our education system. We have the answers—methods that could help every child learn better, retain information longer, and feel more confident in their studies. Yet, somehow, these insights rarely make their way into the classroom. It was as if I had stumbled upon a secret that should have been shared with me long ago, when I first struggled with those math problems.
Why Technique Should Precede Content
The notion that learning itself is a skill—one that can be taught and refined—is not new. Decades of research in cognitive science and education have revealed techniques that can significantly improve the learning process. Methods like active recall, spaced repetition, and concept mapping have been shown to boost retention and deepen understanding. These strategies transform learning from a passive activity into an active one, where students engage with material in a way that promotes long-term mastery rather than short-term memorization.
Yet, despite these proven techniques, most school curriculums continue to prioritize the content of what needs to be learned over the process of learning itself. Schools dedicate time to teaching students what to study—dates, formulas, theories—but often leave them to figure out how to study on their own. This disconnect results in students spending countless hours memorizing information for exams, only to forget it soon after. The tools to learn more effectively exist, but they remain largely untaught in classrooms.
Imagine the impact if students were given a toolkit of learning strategies from a young age—if they were taught not only what to learn but how to approach different subjects with techniques tailored to optimize understanding. Instead of facing a daunting sea of information, they would know how to break it down, approach it systematically, and integrate it into their knowledge base. This shift wouldn't just benefit academic performance; it would build lifelong skills in problem-solving, self-discipline, and adaptability.
The evidence is clear, but the question remains: why aren’t these strategies a standard part of every school’s curriculum? We are doing students a disservice by failing to equip them with the skills to learn effectively. By focusing solely on the content and leaving out the process, we are perpetuating a cycle where students struggle needlessly, unable to unlock their full potential because they were never given the key.
Making Learning Techniques Accessible
It’s understandable that some might argue against adding learning strategies to an already packed school curriculum. Teachers are often overwhelmed, juggling numerous subjects and standardized tests, while administrators face constant pressure to meet performance benchmarks. Fitting in additional lessons on how to learn may seem impractical, if not impossible. There is also a prevailing belief that learning strategies should come naturally, or that children will eventually figure out their own best methods through experience.
But here’s the reality: leaving learning strategies to chance means leaving many students behind. The “natural” process of figuring out how to study effectively doesn’t come easily to everyone, and the trial-and-error approach can lead to years of frustration and disengagement. For some students, discovering the right techniques by themselves is like stumbling in the dark without a flashlight. Those who don't receive additional guidance or support may struggle significantly, leading to gaps in knowledge and, often, a loss of confidence in their abilities.
Moreover, teaching how to learn doesn’t require a massive overhaul of the education system. It doesn’t mean creating entirely new subjects or significantly adding to the workload. Small changes, like incorporating a few hours each term to introduce basic learning techniques or integrating these strategies into existing lessons, could make a significant difference. For example, while teaching a science topic, teachers could guide students on how to use concept mapping to organize information, or introduce spaced repetition techniques for memorizing vocabulary in language classes.
The time invested in teaching these methods would pay off in the long run. When students are empowered with effective learning strategies, they become more independent and engaged in their studies. They require less time to review material, feel more confident during assessments, and can adapt to new subjects more quickly. These benefits would ultimately lighten the load on teachers, as students would come to class better prepared and more equipped to tackle complex topics.
The objections to incorporating learning strategies into the curriculum may stem from practical concerns, but these can be addressed through simple adjustments. The question we should be asking isn’t “Why add learning strategies?” but rather, “How can we afford not to?”
Building a Curriculum for Lifelong Learning
The answers are already out there—strategies and techniques that could transform how children approach learning. It’s time we stopped keeping them as secrets meant only for adult learners or university students. Every child deserves to know how to learn, not just what to learn. Imagine the difference it would make if students were empowered with tools that made studying less about struggle and more about discovery.
Start by having the conversation. Whether you’re a parent, teacher, or simply someone who cares about education, bring up the topic of learning strategies at your next parent-teacher meeting, school board discussion, or educational forum. Advocate for incorporating these methods into the curriculum, even if it's just a few hours a term dedicated to teaching kids the basics of effective learning techniques. Suggest small workshops or resources that can give students a taste of methods like active recall, spaced repetition, or concept mapping.
If you’re a parent or student, don’t wait for the change to happen—start exploring learning techniques together. There are countless resources available, from books and online courses to educational videos that can guide students on how to learn more efficiently. Small steps can make a big difference, and even introducing a few strategies at home can help bridge the gap that schools currently leave open.
The goal isn’t to replace the existing curriculum but to enrich it by giving students the skills they need to master any subject. When children know how to learn, they don’t just excel in school—they become lifelong learners, equipped to adapt and thrive in a constantly changing world. The future belongs to those who can learn, unlearn, and relearn, and it’s our responsibility to give the next generation the tools to do just that.
Let’s make sure that learning how to learn becomes as fundamental as the subjects themselves. After all, the real measure of education is not how much students remember after they graduate but how prepared they are to keep learning throughout their lives. The journey starts now—one step, one strategy, one student at a time.