DEPUTY PRINCIPAL'S REPORT

Teaching, Learning and Innovation

Why Struggle is a Vital Part of Learning

In my last article, I suggested that struggle was a key part of development, both learning and personal. This fortnight I’d like to delve a little deeper into why struggle is beneficial and how this can aid our thinking about life and learning in particular. If we only engage in activities that are easy for us we are not going to reach our potential, as striving, struggling and straining has its own learning consequences. 

It seems counterintuitive that finding things difficult could in any way result in positive outcomes, and yet it is fundamentally true that from struggle emerges a better understanding of self. Some of the greatest inventions emerged from struggle, with the process creating whole new problem-solving skills. Examples include everything from Velcro (the Space Race), zippers (World War 1) and vaccines for Coronavirus, exemplifying the human struggle to harness technology ultimately benefitting us all. Similarly, in the classroom I have seen some of the most unique approaches to learning applied to problems; most importantly, this led to a far greater understanding of either the process or the product, and it was here that true learning occurred. 

The power of struggling is that it builds a whole range of socio-emotional benefits, including the management of emotions. Struggle does lead to sadness, frustration and even sometimes anger. Developing the strategies to overcome these feelings is a key part of personal growth, and people who have never struggled cannot hope to have these strategies purely by osmosis. Rather, teaching young people how to self-regulate becomes the most vital of learning opportunities, and it all emerges from the various struggles of life. 

Embracing struggle can actually be quite liberating in that it becomes ok to try and fail, rather than fearing it and never taking a calculated risk. Not being allowed to climb a tree may be the safest option, but is it that great of a risk and what do I learn about the world and myself if I remain rooted to the spot? There is a very simple way we could protect our children forever. We simply lock them away in a safe room with everything they could ever need and allow them to be ‘safe’. For obvious reasons this is a very unsatisfactory outcome in every other way, from the social to emotional effects this would cause. This doesn’t mean we veer towards embracing foolish adolescent or childish risks. Rather it means we embrace struggle and risk for what it is; a chance to grow and learn. 

So, what does this all mean for school? One of the biggest challenges as a teacher revolves around students that either do not ask enough questions or do not ponder, hypothesise and strategise their thinking prior to asking a question. For the former student, it is important to know that it is ok to ask for help! Struggling does not mean always struggling, and it does not mean never understanding. It is important students know that asking for help is not giving up, but that only ever asking for help is also not a solution. Strategies build from overcoming tough obstacles and this is how brains grow and develop. 

So, what does this all mean for parents? Allowing your child to understand that mistakes are learning opportunities is vital for their growth. Encouraging resilience through the mantra of giving it a go is a powerful way to overcome a fear of failure. Helping your child to see the power of asking for help when they need is also an effective way for them to see that it is ok to struggle, but it is not ok to flounder; asking for help is not giving up if you have tried all of your strategies to learn a new fact or skill. 

A great deal has been said about 21st Century learning and problem solving. To my mind, the key element that underpins all of this is learning resilience. That is not learning to be resilient (although that is vital too) it is being a resilient learner. How else can we prepare for the skills and knowledge that has not even been invented yet, but will be part of our children’s future?

As always, if you would like to discuss learning at The Riverina Anglican College I am always happy to oblige. Anthony.Heffer@trac.nsw.edu.au

Anthony Heffer | Deputy Principal - Teaching, Learning and Innovation