Fit Study Hall™

Fit Learning ™ Study Hall

The intention of study hall is to support qualifying students to develop and refine practical strategies to improve performance during homework and in the classroom. In short, the goal is to help students develop successful academic habits to achieve school success.

Qualifying Students

Fit Learning Study Hall is designed for students who demonstrate core competencies in reading and reading comprehension, math, penmanship, and writing. Competency can be determined by a student’s graduation from a Fit Learning program or by administering relevant Fit Learning assessments.


  • Students may enroll in Study Hall for 3-5 days per week.
  • Sessions are 55 minutes in length.
  • Sessions may occur in person, virtually, or as a hybrid between the two.
  • It is recommended that students start with an intensive schedule of support (4 days per week) that is faded as the student acquires more independence and success with academic habits.
  • While students may enroll in Study Hall on a month-to-month basis, it isrecommended that they enroll for an entire semester to provide the time needed to establish new and sustainable academic habits.

Assessment and Planning

  • Assessment and Planning. This critical phase of Study Hall informs the individual goals and supports for the student.
  • The assessment phase includes the following:
  • Interviews with the student and caregivers to identify areas ofconcern and specific outcomes from participation in Study Hall
  •  Values identification
  •  Inventory of classes, assignments, grades, current standing
  •  Assessment of current practices/behaviors around school andassignments
  •  Functional assessment to identify specific skills to target:
  •  Study Strategies
  •  Time management / planning / organizational strategies
  •  Task initiation and completion
  •  Self-advocacy and communication with teachers
  •  Schedule management

Study Hall Structure


The components below are part of every Study Hall enrollment:

  •  Regularly scheduled meeting times between student and Coach
    identification of areas of need for the student
  •  Identify the values of the student
  •  Define outcomes of study hall and fading/termination criteria
  •  Data collection on pinpointed behaviors
  •  Frequent communication with relevant stakeholders
  • Using academic aids: Planner, Calendar, Todoist, etc.
  • Contingency management strategies
  • Grade monitoring
  • Assignment completion monitoring
  • Session notes
  • Student intention/protocol/session structure (syllabus)These components of Study Hall may be included depending on the student-specific needs as identified in the Assessment stage:
  • Support texts:
    o Get Out of Your Mind and Into Your Life
    o The A Game
    o Your Life Your Way
  • General organization strategies and monitoring
  • Using meeting time to complete homework
  • Using meeting time to develop and practice strategies
  • Extra-session activities and contingencies
  • Work with parents to identify the need for and access to supplemental supports (e.g., curriculum-specific coaching)

Parent Reviews

After the first term of Year 11 this year at his boys’ only private school, my son, whom I believed was happy and doing well according to his results, confided in me that he was feeling overwhelmed with the workload he faced. He feared he was not equipped to manage the quantity of new material and concepts he had to learn. Being aware of the Fit Learning Homework Group, I booked my son in for an initial assessment to identify barriers to him being able to effectively manage his time and succeed in year 11.

The program commenced twice-weekly and within a month, my son had regained his confidence, happiness and purpose and was becoming organized not only with his school work but with other aspects of his life. His relationships were improving, especially with me, even though I thought it was good to start with. Also, importantly, his grades started to improve, as did the quality of his work, the feedback from his teachers and his marks. He was no longer stressed about how he would cope and was able to better manage his extra- curricular activities as well as his school work.