We are all educators.
Whether we are teachers, parents, mentors, managers, or simply adults in the lives of younger people, we all play a role in shaping how others experience learning. Every day, in ways both big and small, we influence how people around us perceive knowledge, failure, and self-worth.
As a professor, I’ve seen firsthand how kindness in education—or the lack of it—deeply impacts students’ confidence, motivation, and well-being. But these lessons aren’t just for classrooms; they apply everywhere. A conversation between a parent and child, a manager and employee, a coach and athlete—every interaction has the potential to be a teaching moment.
Yet, are we truly mindful of how we approach these moments?
The Lasting Effects of Negative Learning Experiences
We tend to remember painful academic moments more than the successes.
I still recall, decades later, sitting in a high school classroom in Mumbai as my math class teacher publicly announced failing grades. She would call out names, label students as "failures," and move on without considering the emotional toll.
Not surprisingly, math - for me - became a subject of fear, not curiosity. Even after earning a Ph.D. and excelling in my career, those early experiences left their mark. The fear of failure never fully disappeared.
Now, as a parent, I see my own daughter struggling with math in ways that feel painfully familiar. Her recent test came back with a failing grade—but upon closer inspection, her answers were actually correct. The issue? She had written them slightly outside the designated space. A technicality cost her not just points, but confidence.
This may seem like a small oversight to an educator, but for students, these moments add up. A grade isn’t just a number—it’s a message about their capabilities.
Rethinking How We Assess and Encourage Learning
In my classroom, I take a different approach to grading. Instead of simply assigning a score, I try to turn every grade into a learning opportunity.
For example, if a student’s work technically earns an 8.5 out of 10, I don’t always input that into the system. Sometimes, I hand back the paper with the lower score and explain:
This is where you went wrong. If I were grading strictly, this would be your grade. But I see your effort, and I know you will improve. So, in your official grade book, I’m giving you a 10.
This isn’t about inflating grades—it’s about reinforcing growth, not punishment. It helps students understand where they can improve while also building their confidence to keep trying.
And isn’t that what learning should be? A process of continuous improvement rather than a rigid system of rewards and penalties?
Why Trust + Encouragement Matter in every Learning Environment
A fundamental shift happens when students—or anyone—believe we trust them.
In my classes, I tell students outright:
I trust you not to cheat. I trust that you want to learn. You are responsible for your own integrity.
When students feel that trust, they rise to it. Instead of rigid, high-pressure exams that test only memorization, I encourage open-book case study discussions where students analyze, problem-solve, and collaborate.
The real world doesn’t test us on our ability to regurgitate information—it tests our ability to think critically, adapt, and apply knowledge. So why shouldn’t our learning environments reflect that?
Wellness and Learning: Are We Doing Enough?
In December 2024, during final exams, a fire broke out near campus. While it didn’t directly impact the school, it left students shaken. Many were dealing with anxiety, stress, and uncertainty. Some professors debated whether to continue with exams. They worried about "standards" and "rigor."
For me, there was no debate—I canceled my final.
Because in the grand scheme of life, no single test is more important than a student’s well-being.
Did canceling the exam make my students less prepared? No. It did, however, show them that they are more than just a grade. And that, in turn, fosters loyalty, respect, and long-term engagement in learning.
Yet, in education—and in society—we continue to talk about social-emotional well-being without truly integrating it into learning environments.
We want children to feel confident, yet we penalize small mistakes without acknowledging effort.
We want students to love learning, yet we rely on outdated methods that create fear, not curiosity.
We want young people to be resilient, yet we often withhold kindness in the name of discipline.
If we genuinely believe well-being matters, are we structuring our classrooms—and our homes, workplaces, and mentorship spaces—to reflect that?
A Call for Change: Encouraging a Culture of Growth
It’s time to rethink how we shape learning experiences—not just in schools but in every environment where knowledge is shared.
Encourage effort, not just results. People should feel their hard work is recognized, even when their answers aren’t perfect.
Create an atmosphere of trust. When individuals feel safe, they engage more deeply.
Prioritize growth over perfection. Learning is about progress, not punishment.
In my decade of teaching, I’ve had students return to my office—not because they needed a letter of recommendation, but because they remembered how my class made them feel. They didn’t just remember the content—they remembered the trust, the encouragement, and the belief that they were capable of more than they thought.
And that is the true impact of education.
We all have the power to create wellness-focused learning moments that uplift rather than discourage.
The question is: What kind of educator will you be?