Well-Being in Tuition: Academic Results Without the Burnout

The well-being of students has become a central concern across the independent and international school sectors. The Council of British International Schools (COBIS) 2024 Annual Research Survey highlighted that over half of schools reported an increase in mental health concerns among their students, although the figure showed a slight decline compared to 2023. Similarly, the Council of International Schools (CIS) places student well-being at the core of its accreditation standards, emphasising that academic progress cannot be separated from emotional health and safety. In this context, tuition, particularly one-to-one tuition, has a role to play in supporting not only academic outcomes but also student well-being.

Why well-being matters for learning: Research consistently shows that stress and anxiety undermine cognitive performance, reducing working memory capacity and lowering recall. The ISC Annual Census (2024) also indicates that families increasingly value holistic support, combining academics with pastoral care. Well-being is not just about reducing stress; it also involves building resilience, confidence, and motivation, all factors that contribute to successful learning and exam outcomes.

How tuition supports well-being: One-to-one tuition provides a structured, low-pressure environment in which learners can engage at their own pace. Benefits include:

• Predictable routines: Sessions held at consistent times help reduce anxiety by creating stability.

• Safe space for questions: Students may be reluctant to ask questions in class; a 1:1 setting lowers this barrier.

• Balanced goal-setting: Tutors can help learners set realistic targets that avoid overload while encouraging steady progress.

• Celebrating small wins: Recognising incremental improvements builds motivation and resilience.

  
  

A 2022 TES article on student stress before public exams noted that structured external support, such as tuition, can reduce anxiety by helping students feel prepared and in control (TES, 2022). This suggests that tutoring’s benefits are not limited to knowledge acquisition but extend to emotional readiness for assessments.

Evidence on tutoring and well-being: While the Education Endowment Foundation (EEF) does not measure well-being outcomes directly, its evidence on metacognition and feedback implies links to student confidence. The EEF notes that when students are taught to plan, monitor, and evaluate their learning (metacognition), they often report greater independence and lower stress (EEF, 2023). Similarly, feedback that is timely and constructive helps reduce uncertainty and increases learners’ sense of competence.

COBIS surveys also found that parents appreciate tutors who provide pastoral reassurance alongside academic instruction, especially during transitional periods such as moves between curricula or relocation across countries (COBIS, 2024). CIS reports highlight that safeguarding and well-being frameworks should extend to all adults supporting students, including external tutors.

Challenges and boundaries: It is important to recognise limits. Tutors are not mental health professionals, and their role in well-being should remain educational. Effective practice involves:

• Being alert to signs of distress.

• Adjusting workload and pacing in response to student feedback.

• Liaising with parents and schools when more formal support is required.

• Ensuring safeguarding and data-protection protocols are always followed in online sessions.

  
  

Conclusion: Well-being is not an optional extra but a foundation for successful learning. Tuition, particularly when one-to-one, offers students a supportive space that can reduce anxiety and build confidence alongside academic growth. Evidence from COBIS and CIS shows that families and schools increasingly expect tuition providers to acknowledge and support well-being. By embedding routines that balance challenge and care, tutors can help students achieve academic results without burnout.

References

• Council of British International Schools (2024). Annual Research Survey.

• Council of International Schools (2023). Student Well-being and International Schools Report.

• Independent Schools Council (2024). Annual Census.

• Education Endowment Foundation (2023). Teaching and Learning Toolkit: Metacognition and Self-Regulation; Feedback.

• TES (2022). Features on student stress and exam preparation.