OVERCOMING PROCRASTINATION

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 too vague. “Revise for a test” or “start a project” can feel intimidating, especially after a poor result or during a busy period. Younger students may avoid work because they don’t fully understand it, while older students may delay because expectations feel high and mistakes feel costly. In both cases, avoidance becomes a short-term way to reduce discomfort.

From experience, procrastination eases when tasks become clearer and more manageable. Students cope better when work is broken into small, specific steps—such as revising one topic, doing five questions, or drafting one section of a project. Completing these small steps creates momentum and reduces the mental barrier to starting. Tutors often see that once students begin, motivation follows naturally.

Another key factor is routine. Students who rely on “finding the right mood” to study tend to procrastinate more. Those who work at regular times—even for short periods—are more consistent and less stressed. Parents can support this by helping students set predictable study times and by focusing on effort rather than speed or results. Calm encouragement works better than repeated reminders.

Some students try to overcome procrastination by pushing themselves harshly, while others give themselves unlimited flexibility. Both extremes can backfire. Excessive pressure increases avoidance, while too much flexibility makes delays easier. What works best is balanced structure: clear expectations, reasonable goals, and space to adjust when needed.

Procrastination is a habit, not a personality trait. At any stage of learning, students can overcome it by understanding why they delay and changing how they start. With guidance, structure, and patience, students learn that starting small is often the biggest step—and once that step is taken, progress becomes much easier to sustain.