A few years ago, there was widespread discussion that the emergence of artificial intelligence tools would reduce the demand for private tutors. The logic seemed straightforward: if a child can access explanations at any time, additional lessons would become less necessary. However, practice in Lithuania shows the opposite trend—the demand for private tutoring is growing across all age groups.

According to last year’s data, in the capital city around half of parents of 10th- and 11th-grade students pay for additional lessons. This is most often linked to interim assessments, an increased number of evaluations, and overall academic pressure. An even stronger trend is visible in primary education: nearly 10 percent of first graders already study with private tutors, and by fourth grade this figure exceeds 20 percent.

These numbers indicate not isolated cases, but a systemic shift. Twenty years ago, private tutors were hired almost exclusively in the 12th grade to prepare for final exams. A decade ago, additional lessons became common in lower grades as well. Today, private tutoring has become a routine part of education for many families, from primary school through upper secondary school.

Why has this happened? There are several reasons. Curricula are changing, assessments are becoming more frequent, and the pace of learning is increasing. Parents do not always trust that the system will notice and address learning gaps in time. Class sizes often range from 25 to 30 students, and within a 45-minute lesson teachers must complete many different tasks. Ensuring an individual learning pace under such conditions remains a challenge.

However, the decision to hire a private tutor does not automatically guarantee positive results. In practice, parents often repeat the same mistakes.

The first mistake is looking for the “best” tutor rather than the most suitable one. Parents often focus on a teacher’s years of experience, formal qualifications, or a well-known name—and there are valid reasons for this. Experienced teachers typically identify learning gaps more quickly, have a wide range of teaching methods, and are able to work in a structured way with more complex material. This is a significant strength. However, when choosing a tutor, it is important not to rely solely on formal criteria but to understand the child’s individual situation: how the child learns, where difficulties arise, what their learning pace is, and how they feel emotionally. Practice shows that while experienced teachers are often a strong choice, the same teacher does not suit every child. In some cases, studying with university students works very well—especially those who can explain clearly, speak the child’s language, and build a closer connection. The key criterion is not the tutor’s status, but whether they are the right fit for a particular child.

The second mistake is excessive workload. Trying to help, parents sometimes create an overly intensive schedule for their child: school, tutoring, and extracurricular activities. In such cases, both motivation and learning quality decline. The role of a tutor is not to “push harder,” but to help the child learn more efficiently and calmly. If results improve, this often means that tutoring may no longer be necessary, at least for a period of time.

The third mistake is a lack of feedback. Parents do not need detailed reports after every lesson, but regular brief communication with the tutor is very important. It helps to understand whether the child is engaged, able to apply what they are learning, and remembers the material well. It is equally important to talk with the child—whether they feel comfortable asking questions, feel safer in lessons, and can apply what they have learned at school. Rapid improvement in grades is possible only when learning gaps are very specific. If gaps are systemic, results take time.

The fourth mistake is seeking help too late. Often, support is sought only when problems have already become deeply rooted. The reality is that the current education system is still learning how to individualize learning effectively. Children are different and therefore learn differently—some need more repetition, others a different explanation or pace. Timely support often helps prevent more serious difficulties later on.

Finally, it is worth remembering a simple fact: research shows that parents spend about 7–20 minutes per day of focused attention with their children. Scientists also agree that if parents are not strong specialists in a particular subject, explaining more complex topics from around the eighth grade onward becomes objectively difficult. Therefore, the most important thing is to use that limited time to build a high-quality relationship with the child, and to entrust learning support to professionals when needed—doing so consciously and avoiding the most common mistakes when choosing a private tutor.