How to Deal with Difficult Subjects at School

Every student has a subject that feels harder than the rest — where no matter how much effort they put in, progress feels frustratingly slow. That feeling is not a sign of inability; it is usually a signal that a gap in understanding needs to be found and filled.

Why some subjects feel harder than others

Difficulty with a subject is almost never about intelligence. The most common causes are:

A missing foundation — a concept from an earlier year was never fully understood, and everything since has been built on an unstable base.

A mismatch of learning style and teaching approach — some students need more time with visual explanations; others need to talk through problems rather than read about them.

Confidence erosion — one bad test result or a moment of embarrassment in class becomes a story: "I am not a maths person." That story then shapes effort and expectation.

Insufficient retrieval practice — the student has been rereading rather than testing themselves, creating an illusion of understanding that dissolves under exam conditions.

Identifying the actual cause matters because the solution differs for each one.

Step 1 — Diagnose the gap honestly

The first step is to find out exactly where understanding breaks down — not just which subject is difficult, but which specific topic or concept within it. The most useful diagnostic is a simple one: attempt some questions from the topic without notes, check your answers, and note where errors appear.

For most subjects, patterns emerge quickly. In maths, errors cluster around specific operations or methods. In English, they appear in specific skills (analysis, structure, argument). In science, they map to particular topics. Once you know the specific gap, you can target it.

Step 2 — Go back to the foundations

Many subject difficulties at KS3 and GCSE stem from gaps in foundational knowledge from earlier years. If you are struggling with algebra, the gap might be in understanding what a variable represents. If you are struggling with essay writing, the gap might be in how to form an argument.

Going back further than you think you need to — and consolidating the foundations — often unlocks progress in the more advanced content faster than pushing forward on shaky ground.

A useful framework: if you cannot explain the basics of a topic in plain language, you are not yet ready to apply them. Master the explanation before the application.

Step 3 — Get the right kind of help

Struggling in silence is the least effective strategy. The right kind of help depends on the nature of the difficulty:

Type of difficulty | Best source of help
Specific topic confusion | Teacher (ask for a brief after-class explanation)
Missed content from absence | Study buddy or tutor for targeted catch-up
Lack of practice material | BBC Bitesize, past papers, worked examples
Deep conceptual gap | One-to-one tutoring with Socratic questioning
Confidence problem | Patient, encouraging adult — parent, mentor, or tutor

The Education Endowment Foundation consistently rates one-to-one tutoring as high-impact for students who are behind or struggling, particularly when sessions are targeted at specific identified gaps.

Step 4 — Change how you revise that subject

If a subject is difficult, it is worth asking whether your revision approach is contributing to the problem. Students who struggle with a subject often reread it most — because active techniques like retrieval practice feel exposing when you know your recall is poor. But that exposure is exactly the information you need.

For a subject you find hard:

Use more retrieval practice, not less — brain dumps reveal the gaps.

Attempt questions before you feel ready — the struggle is productive.

After every practice attempt, identify the specific error and fix it.

Return to the same question type a week later to test whether the fix held.

Step 5 — Reframe the difficulty as information

Struggling with a subject does not mean you cannot do it. It means something specific needs attention. The Education Endowment Foundation's work on metacognition emphasises that students who approach difficulty as solvable — rather than as evidence of fixed ability — make significantly more progress than those who treat struggle as a verdict on their potential.

A useful question to ask yourself after a difficult session: "What specifically do I not understand yet?" Not "why am I bad at this" but "what is the next thing I need to learn?" The first question closes down effort; the second opens it up.

When to seek additional support

If a subject difficulty is significantly affecting your wellbeing — causing persistent anxiety, reluctance to attend school, or loss of confidence beyond just the subject — it is worth speaking to a trusted adult. The NHS notes that academic stress can become a broader mental health concern when left unaddressed. Schools have pastoral teams equipped to support students through these periods.

Frequently asked questions

Is it possible to go from failing a subject to passing it at GCSE?

Yes, and it happens regularly. The key factors are identifying the specific gaps, addressing them systematically, getting targeted support, and maintaining consistent effort over enough time. A student who starts targeted intervention six months before GCSEs typically has enough time to make meaningful progress in a difficult subject. Leaving it to the final weeks is much harder.

Should I drop a subject I find difficult?

This is a significant decision that depends on your options, aspirations, and the severity of the difficulty. Before dropping, explore whether targeted support — tutoring, extra practice, a different explanation — would change the picture. Some students who felt they had hit a wall in a subject made rapid progress once a specific conceptual gap was identified and filled. Talk to your teacher and parents before deciding.

How do I stay motivated in a subject I consistently find hard?

Set very small, achievable goals each session and celebrate completing them. Track progress visibly — gaps you have filled, questions you have answered correctly. Focus on improvement relative to where you started, not comparison to peers. And use the support of a tutor or encouraging adult who can notice and reflect your progress back to you when you cannot see it yourself.

What if the difficulty is partly about the teacher's style not suiting me?

This is a real phenomenon. If your learning style consistently clashes with how a subject is taught, supplementary resources can help — BBC Bitesize presents the same content in a different way, and a tutor can adapt their approach entirely to your needs. You do not have to rely solely on classroom delivery. Being proactive about finding alternative explanations is a sign of maturity, not criticism of your teacher.

For tutoring that meets students exactly where they are — patiently, without judgement — and builds genuine understanding in difficult subjects, visit aitutors.me.