Why school exams don't prepare you for University (and that’s Okay!)
Release Date: 08/28/2026
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Why school exams don't prepare you for University (and that’s Okay!)
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...with Dr Jonathan Firth In this episode Jonathon Firth, a Principal Teaching Fellow at the University of Strathclyde and former secondary psychology teacher, discusses the major academic transition students face when moving from secondary school to higher education. Jonathon shares critical insights into why top-performing school students often experience an academic "shock" at university, the shift from exam-focused criteria to self-directed, original analysis, and the unique disadvantages faced by first-generation students lacking "cultural capital" . The conversation explores...
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The Power of Professional Dialogue: Turning Lesson Observations into Meaningful Conversations for Growth
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...with Angela Myers In this episode, Angela, an educator with 60 years of experience spanning primary, secondary, further and community education shares her thoughts on classroom observations. Having held roles from classroom teacher through to Deputy Principal at Solihull College, Angela brings a remarkable depth of knowledge to one of the most talked-about — and often dreaded — aspects of teaching: the lesson observation. Whether you're a classroom teacher who feels a knot in your stomach every time someone walks through your door with a clipboard, a middle leader tasked with observing...
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Gender Identity Decoded: How Biology and Society Shape Who We Are
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...with Dr Diana Sorrentino In this episode, Dr. D, an expert on gender diversity and transgender identities with over 40 years of experience, explores gender identity's neurobiological foundations, social influences, and evolving terminology. Dr. D shares her personal journey, explains foetal development and intersex variations, and discusses support strategies for transgender youth. She highlights the critical role of family acceptance, outlines age-appropriate medical guidelines, and emphasises that gender diversity is a natural, biological phenomenon. The episode encourages educators to...
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How Do Habits Shape Students’ Use of Effective Learning Strategies?
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...with Ann-Kathrin Krause In this episode, Ann-Katrin Krause, a PhD student in educational psychology at the Leibniz Institute for Research and Information in Education in Frankfurt, discusses her research on the role of habits in students' learning strategy use, exploring why students often default to ineffective strategies like rereading despite knowing better alternatives exist. The conversation covers how environmental cues trigger habitual behaviours, the distinction between automaticity and effectiveness, and practical strategies like habit stacking and if-then planning. Ann-Katrin also...
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...with Hannah Brownhill To kick off the summer term, Hannah Brownhill, a positive psychology practitioner and former secondary teacher shares her insights into embedding wellbeing in to schools through positive psychology. Following her Churchill Fellowship research in Australia, Hannah shares how schools can move beyond "wellbeing as an add-on" to create a culture of genuine flourishing. This episode explores the PERMA framework, the power of character strengths, and the systemic shifts needed in UK education. Hannah also offers practical, classroom-ready strategies for teachers, alongside...
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Spring Takeover: Exploring the Multi-Store Model of Memory and the Rise of AI in Psychotherapy
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Kicking off the summer term, this episode features two brilliant sixth-form students sharing their passion for psychology. Estelle, a year 13 student unpacks the multi-store model of memory, offering teachers genuinely practical strategies around attention, rehearsal, and retrieval practice to support student learning. Then Charlie, a Year 12 student, explores the exciting and thought-provoking role of AI in psychotherapy, examining how technology is making mental health support more accessible and affordable. Together, they demonstrate just how dynamic and relevant psychology is today — a...
info_outline...with Dr Jonathan Firth
In this episode Jonathon Firth, a Principal Teaching Fellow at the University of Strathclyde and former secondary psychology teacher, discusses the major academic transition students face when moving from secondary school to higher education. Jonathon shares critical insights into why top-performing school students often experience an academic "shock" at university, the shift from exam-focused criteria to self-directed, original analysis, and the unique disadvantages faced by first-generation students lacking "cultural capital" .
The conversation explores practical, research-backed strategies for developing essential study habits, including effective note-taking, active reading, and structured writing reflection . Jonathon also addresses modern learning hurdles—such as digital distractions, declining reading habits, and the rise of AI—while advocating for cross-curricular creativity and sustained metacognition . Rather than treating study skills as a one-time orientation activity, Jonathon emphasises embedding metacognitive awareness continuously throughout a student's schooling to foster independent, future-ready learners .
Links to Jonathan's Books and to sign up for his newsletter can found here: https://jonathanfirth.co.uk/
Jonathan's previous interview on metacognition can be found here: https://changingstatesofmind.libsyn.com/learning-to-learn
Please do sign up for the Psychology in the Classroom newsletter here: https://changingstatesofmind.com/contact-me
Key Takeaways:
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Bridging the Assessment Gap: Secondary education often rewards compliance and specific exam marking criteria, whereas university success hinges on holistic grading, original thesis generation, and self-directed research .
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Moving Beyond Verbatim Notes & Skimming: Effective note-taking requires deep cognitive processing and concept extraction rather than transcription . Active reading and scheduled reviews combat the natural "forgetting curve" .
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Building Knowledge & Cultural Capital: True creativity and critical thinking are not isolated, transferable skills; they rely on deep foundational knowledge, interdisciplinary connections, and broad reading .
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Metacognition as a Continuous Habit: Understanding how learning works—recognizing forgetting, self-evaluating strategies, and managing cognitive load—should be built iteratively into teaching across all key stages .
The Episode in Bullet points:
- Transition challenges from secondary school to university for students.
- Differences in academic expectations and assessment styles between secondary education and higher education.
- The importance of developing independent study skills for university success.
- The role of cultural capital and broad general knowledge in academic performance.
- Strategies to prepare students for university learning, including effective note-taking and reading skills.
- The disconnect between school-focused exam preparation and university-level learning requirements.
- The impact of first-generation university students lacking familial guidance on academic skills.
- The significance of fostering curiosity and interconnected understanding across subjects in schools.
- The challenges students face due to varying levels of general knowledge upon entering university.
- The need for metacognitive strategies to help students manage feelings of being overwhelmed in a new academic environment.
- Effective study skills and strategies for student success
- Importance of note-taking techniques and their impact on learning
- Challenges of digital distractions in educational settings
- Transition from structured school environments to independent university learning
- Strategies for improving reading comprehension and engagement
- The role of creativity in education across various subjects
- The significance of metacognition in self-regulated learning
- Declining reading habits and their effects on academic performance
- The influence of AI on student learning and skill development
- Integrating metacognitive and creative strategies into existing teaching practices