Academic underachievement is not sinful; it stems from several factors, some of which are beyond the abilities of teachers, learners, and parents.
Some factors include a lack of motivation, learning disabilities, and poor study habits.
One would question why the only mirror through which parents perceive their children to certify they are worthy is through the results they attain in National Examinations.
Either way, good or bad performance is believed to squarely emanate from the teacher.
When a certain child is an underachiever, the teacher is very fast converted into a punching bag. Still, the teacher is affirmatively averred when the performance is above par.
Teachers are professionals who make a group of workers who work tirelessly to achieve good results.
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Some parents pretend they only realise their children’s performance during the National Examinations results.
An underachiever in academics primarily juts out during normal classroom results. Parents fail to internalise that the same classroom teacher sets and marks the National Examinations, and the class tests reflect what is finally expected at the end of four or nine years of learning.
Why should parents wait for years to carry twigs to protest against the performance of their children when they can see the final examination results through class tests?
Parents must realize that academic performance alone may not be the only determinant of success or opportunity.
Academic qualifications have often failed to measure people’s real character and behaviour. Academic performance doesn’t encompass the totality of a person’s abilities or potential.
We are mostly swerved towards the misconception of mocking underachievers by calling them obscene names like, numskull, idiot, foolish and many other unfriendly titles.
Not all individuals are destined for archaic traditional paths; there are many other avenues to success that are much better than the normal class scores.
Schools delve into a child’s holistic development, which is a combination of academic knowledge, practical skills, and soft skills like proper communication and teamwork. Others include resilience and adaptability, which examinations may not measure.
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Some parents have gone overboard and pushed teachers beyond elastic limits for good results. Through hook or crook, some learners have attained commendable results. Still, they are unable to pursue courses that match their academic qualifications, forcing them to drop out of college.
Parents should not exert unnecessary pressure upon teachers and learners to get good results that may not be of any value to them.
Some of the world’s most successful people never achieved high grades, and some even dropped out of school to pursue their dreams. Bill Gates, Richard Branson, and Walt Disney, among others, have made a memorable impact on the world of scholars.
The Competency-Based curriculum introduced by the Government puts specific emphasis on one’s potential, however insignificant the competency might be.
Most qualified workers have failed to abide by the set norms to the extent that companies have opted to train people on the job without necessarily considering their entry behaviour, mainly their passion and interest.
Let’s not force our children to bring us good grades. Some may copy their friends’ work to please their parents.
Muhalya is an experienced teacher based in the North Rift.
By Hillary Muhalya
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