Worldwide, academic procrastination is a prevalent concern in schools because it hinders students' achievement, health, and wellbeing. Academic procrastination refers to students voluntarily postponing, initiating, or completing assigned learning tasks despite knowing they will be worse off for the delay. Research provides strong evidence that students procrastinate learning tasks when they lack motivation and/or have insufficient emotion regulation skills. This article builds upon the findings of a recent systematic review of interventions that target reducing/eliminating procrastination. It proposes a set of four strategies teachers could implement in their practice to ensure students initiate and complete learning tasks without unnecessary delays.