12 Feb 2026
Writing in The Standard in Kenya last month, Cambridge’s Managing Director for Sub-Saharan Africa, Louise Hendey, reflected on the tech dilemma that is challenging parents and educators worldwide. On the one hand, we embrace the way digital tools and AI can augment learning. On the other, we worry about increased distraction, screen time and anxiety.
Concerns around how students’ use of technology might impact their futures surfaced in our recent study, Preparing Learners to Thrive in a Changing World. Almost 7000 students and teachers in 150 countries took part in the research, with both groups citing challenges around a perceived reduction in attention span associated with digital distractions. Following these findings, our new blog, Overcoming Distraction explores what we mean by focus, and how teachers can actively support students to sustain attention.
Strengthening students’ self-management skills is a key part of this support. Developing these skills can help learners improve focus, regulate their attention and build more effective learning strategies. At our recent Outstanding Cambridge Learner Award ceremony in China, five students shared how developing self-management techniques had been key to their success, helping them take more ownership of their learning, learn from mistakes, and persist despite setbacks.
New Getting Started With resource
Self-management is the practical, observable application of executive function skills and in support of improving this skill-set, we have published a new guide, Getting Started with Executive Functions. It sets out three ways that executive function supports learning:
- helping the learner be ready to learn
- contributing to higher-order thinking skills
- developing self-management – and includes practical tips and expert videos.
We would love to hear how you are supporting self-management in your classroom, and what strategies have made the biggest difference for your learners. Share your experiences here: outlook@cambridgeinternational.org