Private tutoring is one of the most common student jobs: it starts almost as a game but for some it can become a significant activity. High school students – about 1 in 10 involved – specialize mainly in scientific subjects, university students in humanities. How do they find "clients"? Through word of mouth and specialized platforms.
Can you be a student and a teacher at the same time? Absolutely yes: the magic of Private lessons. In fact, there are many young people who, while they are in the shoes of a student – at school or at university – do their best to “help” other colleagues in difficulty in exchange for a fee.
A job that, especially for older students, can become a real financial help: just think that, in Italy, if on average a student-tutor takes home over 200 euros a month, 5% of them manage to even exceed the fateful 1.000 euro mark.
It starts already in high school. Here, about 1 in 10 gives (or has given in the past) private lessons in the subjects in which they are best. And among those pursuing the goal of a degree, the share doubles, involving 2 students in 10, who in half of the cases continue what they began since the school desks.
Outlining this scenario, which observes the figure of the personal teacher from an unusual point of view, is a research conducted by Repetitions.it – a reference portal in Italy for private lessons and study support – collecting the testimonies of over 3.500 young people, including high school students and university students. Showing, among other things, how great the potential of this market is. Given that, in addition to the budding teachers already “active”, many others appear at least curious: about 1 in 3 interviewees would like to try tutoring but has not yet found the right opportunity.
But how do students organize themselves to be able to split themselves? The ways in which "tutoring" is carried out, the clientele and the content of the lessons change depending on the educational level in which one finds oneself. For example, regarding the times of the year in which one is operational: in high school the audience is equally divided between those who give private lessons only during class periods (34%), those who give them only during breaks and holidays (32%) and those who do it continuously (34%); the majority of university students (46%) are, instead, available throughout the entire twelve months.
That the older kids are the ones who face the commitment with a more structured approach is also understood by another detail: the amount of students "managed" at the same time. While among the "schoolchildren" it is preferable to support one student at a time (so for 60%), among the "academics" the percentage of those who are able to support even two in parallel is high (41%) which in fact aligns with that of those who work exclusively (44%).
A further element of differentiation between school and university students is represented by the subjects in which they specialize as "teachers". Among the youngest, the strong demand for tutoring in scientific subjects has produced tutors in mathematics, physics, chemistry and similar subjects in particular: almost a third (31%) work in this sector. And only secondarily in the humanities: about a fifth (21%) lend a hand in Italian. While in third place - with 16% of the applications - are junior teachers of one or more foreign languages. The proposal in classical languages (10%) or in history, geography, philosophy (10%) is a minority. These are as widespread as homework help (9%).
If, instead, the student-tutor is enrolled in a degree course, there is a high probability that he or she will provide support in humanities (Italian, classical languages, history, philosophy, etc.): this is the focus of 40% of the reference sample. But, among university students, it is still easy to find a teacher in the STEM area (mathematics and related subjects): over a third of the "teachers" (34%) offer this type of tutoring. The lowest step on the podium, here too, is for foreign languages: 17% specialty. While 7% focused on more technical subjects - such as economics, law and so on - which are perhaps the same ones that characterize their own course of study.
What the two groups of teachers have in common is the target audience they address. At the top of the list are students who are practically close to graduating from high school. Almost half of high school students (47%) tutor students of all ages, including those in high school; the other half focuses on the youngest, elementary school (24%) or middle school (23%); 6% address both of the last two categories. Among university students, 33% prefer high school girls and boys, 17% focus on elementary school, 22% on middle school, 24% accept a bit of everything, 6% dedicate themselves to helping other "academics".
A similar argument can also be made regarding the channels through which one promotes oneself as a tutor: word of mouth remains the main route, chosen by about 6 out of 10, both for school students and for those at university. However, platforms specialized in matching supply and demand for private lessons should be increasingly considered. Such as, for example, Ripetizioni.it. These are chosen as a showcase by almost 1 out of 10 candidates. In fact, on these platforms it is possible to easily apply as a tutor. tutor to give private lessons, simply by clicking a button. After a quick identity and resume verification process, you can immediately start marketing yourself.
“Private tutoring is one of those 'odd jobs' that are often taken for granted in the collective imagination, when in reality they represent an extraordinary opportunity to acquire soft skills that will later be essential in the world of work, from service orientation to problem solving, through leadership and the ability to work in a team like that of a teacher and a student. In addition, they allow students to access a flexible and rewarding work activity, which can be combined with their academic or scholastic needs. And this is why it continues to be a very widespread practice. In this sector too, moreover, the digitalization of services like that offered by Ripetizioni.it breaks down the barriers that once existed: today, those who want to start from scratch do not have to go around plastering neighborhood noticeboards, just a few clicks are enough to connect with students and families throughout Italy, solving two problems”, says Marco Sbardella, founder and Chief of Marketing & Business Development of Ripetizioni.it.
Article published on 14 January 2025 - 18:12
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