By Good School Learning Hub Across primary school, secondary school, JC, and Polytechnic, one of the most damaging patterns I see is students tying their self-worth too closely to their grades. A good result brings relief; a poor one brings shame or self-doubt. Over many years of teaching, it’s clear that this mindset affects confidence, motivation, and mental well-being far more than academic difficulty itself. What often happens is that grades become personal labels. A high

By Good School Learning Hub Exam periods are often when motivation drops the fastest. Across primary school, secondary school, JC, and Polytechnic, I’ve seen many students start with determination, only to feel drained, distracted, or discouraged as exams draw closer. This is not a sign of poor attitude—it is a common response to sustained pressure and long preparation periods. What tutors frequently observe is that motivation fades when effort feels endless and results feel

By Good School Learning Hub Procrastination is one of the most common challenges students face, whether in primary school, secondary school, JC, or Polytechnic. After many years of working with students across different levels, I’ve found that procrastination is rarely about laziness. More often, it is a response to feeling overwhelmed, unsure where to start, or afraid of not doing well. What tutors frequently observe is that students procrastinate when tasks feel too big or

By Good School Learning Hub Poor results can affect students at any stage—from primary school all the way to JC and Polytechnic. While the academic demands change, the emotional impact is often very similar. After many years of working with students across different levels, I’ve observed that confidence is usually shaken not by the result itself, but by what students believe the result says about them . One common pattern is that students quickly personalise poor results. A l