Some students don't want to put any effort into school. I'm not necessarily aiming this post at them. I'm thinking about the students who come to me after a test and say, "I studied for hours before that test, so how come I still failed?"

I usually ask that student exactly how she studied. A lot of times the answer is very obvious. If it's not obvious from how she studied (crammed) for the test, then we go back and talk about note-taking, asking questions, etc. Here are some other things you can check with your struggling students who are already putting some effort into it.

1. First, be sure to give them some positive feedback for putting effort into the class and not giving up (even if you suspect she has.)
2. Skim before diving in. This is a skill that I don't think of much. I do it all the time, though. Before starting the next chapter in science, the student should browse the pages, looking at the pictures, reading the headings, and searching for a way to relate the new chapter to things she already knows.
3. Capitalize on what works. If there is a study method that you or the student has found any success with, then use that even more. Often a student doesn't realize what has worked, so you may need to point it out and experiment a little.
4. Set goals. For the struggling student especially, this should not be a grade goal. Don't aim for an A or 100%, but try for a behavior instead. In reading, the goal could be to read so many pages by a certain date. Or, in the social studies book, a goal might be to write notes about all the vocabulary words highlighted in the text before the class gets to the review. Again, this may be something that a teacher or parent needs to help with. A long-term goal of raising a grade from an F to a D will be more attainable with concrete behavioral short-term goals.
5. Take notes. I encourage this as early as possible. Taking notes, even if the student never looks at it again, can be so good for the brain. Writing out even just the key words of the text or lecture can help anchor the memory. You are encouraging the skill of summarizing. If the student reviews her notes once a week, then reads them all before the test, even poor memorizers can find success (hey, I know - I'm one of those horrible memorizers!)
6. Say it, don't just think it. Find opportunities for students to teach the material they just learned. They can present it to the class, to another class. They can tutor younger students. They can do a more formal presentation like a science fair. I tell my students that if they think they know it, they might, but if they can explain it to someone else so the other person can understand, THEN they know it for sure.