ENCOURAGING INDEPENDENT LEARNING AT PRIMARY 6

By Good School Learning Hub

Independent learning becomes especially important in the later primary years, yet it is also one of the hardest habits for children to develop. Parents want their child to take responsibility, while students often look for reassurance or reminders when work feels challenging. After more than 15 years of teaching primary students, I’ve seen that independence does not appear suddenly — it is built gradually, with the right balance of support and trust.

Problem:

Many parents worry that their child relies too much on reminders, supervision, or step-by-step guidance. Homework and revision may only happen when prompted, and parents feel caught between helping too much and stepping back too far. Students, on the other hand, may feel unsure where to start or afraid of making mistakes without adult approval. This creates frustration on both sides and raises concerns about readiness for more demanding years ahead.

Details:

Independent learning is not simply about working alone; it is about knowing how to begin, persist, and reflect. In the upper primary years, students are still developing planning skills, confidence, and emotional regulation. What we see year after year is that children who seem “dependent” are often unclear about expectations or worried about getting things wrong. When tasks feel vague or overwhelming, students naturally seek reassurance rather than taking initiative.

Solutions;

Encouraging independence starts with clarity and structure. Clear routines, defined goals, and simple checklists help students know what to do without constant reminders. Allowing children to attempt work on their own before stepping in builds confidence and problem-solving skills. Parents can support independence by asking guiding questions instead of giving answers, and by praising effort and initiative rather than only outcomes. Over time, these small shifts help students feel more capable and willing to take ownership of their learning.

Alternatives;

Some parents respond by closely supervising every task to ensure work is done correctly, while others withdraw support entirely to force independence. Both approaches are understandable, but each has drawbacks. Constant supervision can limit confidence, while complete withdrawal may leave students feeling lost. A more balanced approach provides structure and encouragement while gradually reducing support as confidence and competence grow.

Further thoughts:

Independent learning is a skill developed over time, not a trait a child either has or lacks. Small opportunities to make decisions, solve problems, and learn from mistakes build resilience and confidence. Parents do not need to step away completely for independence to grow. With steady guidance and trust, students can learn to take responsibility for their learning — a skill that will serve them well beyond the primary years.