Learning How to Learn : How to Succeed in School without Spending All Your Time Studying: a Guide for Kids and Teens

Learning is a skill, but it is rarely taught. Learning How to Learn by Dr Barbara Oakley, Dr Terrence Sejnowski, and Alistair McConville sets out to change that. Drawing on neuroscience research and the world's most widely taken online course of the same name, this illustrated guide explains how the brain takes in, stores, and retrieves information, and shows young people aged 10 and above how to use that knowledge to study more effectively.

How it helps

The book tackles some of the biggest obstacles learners face: procrastination, poor recall, difficulty understanding abstract ideas, and the feeling that a subject is simply "not for them." It reframes apparent weaknesses as potential strengths. A tendency to let the mind wander, for example, turns out to support a specific type of thinking that is essential for problem-solving. A poor working memory can drive more creative approaches to learning. The book explains these ideas clearly and backs them up with exercises and reflection questions throughout.

Concepts covered include focused and diffuse thinking, the value of retrieval practice, how sleep supports memory consolidation, the power of analogy in building understanding, and a practical method for overcoming procrastination. Each is explained in plain language with illustrations, making the content genuinely accessible to readers who struggle with dense text.

Why it works in schools and classrooms

• Supports metacognitive development across the curriculum, helping students understand how they learn rather than just what they learn, which aligns with Ofsted's focus on pupil knowledge and progress.
• Accessible to a wide range of learners, including students with dyslexia, ADHD, or low academic confidence, without singling anyone out. The tone is encouraging and normalises struggle as part of the learning process.
• Directly relevant to SEN provision, offering strategies that support working memory, organisation, and self-regulation, all of which are commonly identified in EHCPs and intervention plans.
• Practical for use in PSHE, tutor time, or form periods, as well as in structured intervention sessions. Individual chapters can be used as standalone discussion starters.
• Cost-effective for classroom or library sets, with a compact format and accessible reading level that makes it suitable for independent reading from Year 6 upwards.

For home use

Parents who want to support a child through exam preparation or boost their confidence around learning will find this straightforward to work through together. It is written for young people to read independently, but the exercises and discussion prompts make it equally useful as a shared resource.

If you are looking for a book that gives students real, research-backed strategies they can use from day one, this is worth keeping in stock.

• Written by Dr Barbara Oakley and Dr Terrence Sejnowski, creators of the world's most popular online course, alongside UK educator Alistair McConville
• Explains how focused and diffuse thinking modes work and when to use each
• Covers procrastination, memory, retrieval practice, sleep and learning, and the role of metaphor in understanding
• Packed with illustrations, application questions, and practical exercises throughout
• Written specifically for children and teenagers, not adapted from an adult title
• Grounded in neuroscience research, written in plain, accessible language
• Format: Paperback
• Pages: 256
• Dimensions: 229 x 152 mm (approx. 9 x 6 inches)
• Weight: 320g (approx. 0.7 lbs)
• Age suitability: 10 years and above (Grade 5+)
• Language: English
• Publisher: Tarcher/Perigee (Penguin Random House)
• Published: August 2018
• Country of origin: Canada

• Is this book suitable for children with dyslexia?
  Yes. The book is written in plain, accessible language with short sections, illustrations, and exercises throughout. It does not require sustained dense reading. The strategies it covers, including retrieval practice, spaced repetition, and working with different thinking styles, are particularly relevant and useful for learners with dyslexia.
• What age is this book aimed at?
  The book is written for children and teenagers aged 10 and above. It is most commonly used with learners in Years 6 through to sixth form, though many adults find it equally valuable.
• Is this the same as the online course?
  The book is based on the "Learning How to Learn" online course created by the same authors, which has been taken by over three million learners worldwide. It is a standalone book, not a companion workbook, and covers the key ideas from the course in a format written specifically for young readers.
• Can this be used in the classroom, or is it a book for students to read independently?
  Both. Individual chapters work well as discussion starters in PSHE, tutor time, or study skills sessions. It is also designed for students to read independently and apply the strategies themselves. Schools have used it as part of transition programmes, KS3 induction, and SEN intervention plans.
• Does the book tell children they can get better at anything if they try hard enough?
  No. The authors are careful to avoid oversimplified "growth mindset" messaging. The focus is on specific, evidence-based techniques that make studying more effective, rather than general motivational claims. The tone is honest and grounded.
• Is VAT charged on this book?
  No. As a printed book for children, this title is zero-rated for VAT in the UK.