school failure

School failure can be defined as the difference between a student’s real ability and success in school. The talent of children who fail in school is below their real abilities. These children are often programmed to use their abilities below their capacity.

Failure in education piles up and multiplies by accumulation. It is therefore important to detect failure as early as possible. In the kindergarten period, there is a great increase in the probability of success in school for the child whose development is followed in terms of academic development. Failure, which is noticed in the early stages of the school years, can affect the entire school life of the child if it is not corrected during primary education.

Three important factors affect school failure:

1- Home and Family Environment

a. Confidence: Enjoying and enjoying learning largely depends on the child’s self-confidence. An important step is taken for self-confidence when the close environment tries to meet the needs of the child by noticing them. The child finds love in a warm, caring and consistent family environment. He learns to be self-sufficient, to be content with himself, to respect himself. Family attitudes and school environment are two important environmental factors that affect the child in gaining self-confidence.

b. Autonomy (self-management): It is a basic skill that must be acquired in order for the child to be successful in his educational life. It can also be gained through family cooperation.

c. Motivation (motivation): The child’s motivation is fed from two sources, internal and external. In order for the child to enjoy learning, there must be motivation. The ability to motivate self-learning (intrinsic motivation) can be gained through family and teacher attitudes. Extrinsic motivation is also fed by the support of the family, school and other social environment.

D. Attitude and support of parents on success: Parents expect the child to do the best he or she can do to the best of his or her individual capacity. In the meantime, the important thing is that the success of the child is respected, and that there is no pressure to achieve and complete certain things for which he is not ready and sufficient.

to. Excessive parental pressure: When the child feels excessive and constant parental pressure to achieve high success that he thinks he cannot reach, he cannot cope with this constant pressure. As a result, he cannot achieve the success he thinks his parents expect from him. This feeling makes him discouraged for new ventures.

g. Adverse home conditions that cause stress: Today, stress is defined as the emotional tension that arises from the inability to meet the needs of the individual. Childhood stresses may arise from not meeting the needs, as well as from the perception differences between the adult and the child.

Stressful environments for children; death of a close family member, divorce and remarriage of parents, long-term separation from parents due to travel, illness in the family, new school, new teacher, pregnancy of the mother, birth of a sibling, just starting school, finishing school or moving. These negative situations negatively affect the school life as well as the development of the child. May fail in reading and math. Some children have behavioral problems: they may be shy, quiet, and withdrawn.

2 – Individual Characteristics

Cognitive, physical and emotional maturity deficiencies affect school success. It is important that the child’s IQ level is low compared to his peers, learning difficulties, depression, conduct disorder, attention deficit and hyperactivity disorder, a physical disability or ailment, visual-hearing losses.

Emotional intelligence (EQ – Emotion Quotient) is a subset of social intelligence that includes the ability to monitor one’s own and others’ feelings and emotions, discriminate between them, and use this information in their thoughts and actions.

Research on intelligence and intelligence tests focuses on whether it is correct to measure people with abilities based on pure knowledge. According to the multiple intelligence theory, the child should be evaluated in many areas, considering that he has at least one of the 8 known intelligence types (verbal-linguistic, logical-mathematical, musical-rhythmic, bodily-kinesthetic, visual-spatial, internal, interpersonal, nature). Academic intelligence is necessary for success, but it does not guarantee success. The key to success is emotional intelligence, which we call EQ. Emotional intelligence develops between the ages of 1-6 with the education given in the family.

3- School and Teacher

The attitude of the teacher at the beginning of the academic year is important. This attitude can reinforce negative behaviors and create new hopes for a better and more satisfying school life. If the teacher believes that the student can progress and use their talents, the child gains self-confidence and can ultimately succeed.

School failure is a vicious circle. This cycle can only be broken by keeping the teacher’s expectations high and motivating the student. If the teacher’s expectation is low, they will show less praise and attention to the student. In this direction, the student’s expectation of success will decrease. The student who puts in less effort will get lower grades. In this direction, the expectation of the teacher from the student will decrease even more. In order to get out of this vicious circle, we will need to keep our expectations high.

For reasons similar to these, children may be alienated from school. He may not want to come to school and may develop a negative attitude towards his teacher and friends. As a result, he may fail in school.


The family, seeing the child’s grades, should not overreact to the child in a negative way.

At the same time, starting from the theory of multiple intelligences, it should be considered that the child has at least one of many intelligence types and the child should not be evaluated from a single intelligence type.

The factors that cause the student to fail should be investigated by conducting student tests, interviewing families and taking teacher observation.

In the light of these results, the family who believes that negativities will be eliminated by collaborating with experts, carries their child to success. .

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