![\"Children](\"https:\/\/www.smilefoundationindia.org\/blog\/wp-content\/uploads\/2023\/09\/367450498_703973011753844_5057300377362615441_n-1-819x1024.jpg\")
<\/figure>\n\n\n\nThe issue at its core<\/strong><\/h2>\n\n\n\nIn India, schooling is deeply entangled with factors like aspiration, class mobility and larger family expectations. The loss of interest among a young child thus becomes a site of panic and the academic disengagement that comes about in the process is rarely seen as temporary. In fact, it is treated as a warning sign about the child\u2019s future. The instinctive adult response in such cases: to push harder and supervise constantly, often ends up worsening the problem. If studying has already become associated with fear, failure or humiliation, pressure does not restore motivation but only corrodes it further. <\/p>\n\n\n\n
The more useful question, then, is to ask: what makes a child stop wanting to learn. Motivation in children is affected by a series of factors that are neither fixed nor purely internal. It is often relational, situational and can be affected by factors like the school\u2019s climate, behaviour of peers and teachers, internal family dynamics, one\u2019s mental well-being, etc. <\/p>\n\n\n\n
Educational psychology<\/a>, particularly self-determination theory, shows that children are more likely to engage in learning when three needs are met \u2014<\/p>\n\n\n\n(i) when they feel competent<\/p>\n\n\n\n
(ii) autonomous<\/p>\n\n\n\n
(iii) connected enough to experience support<\/p>\n\n\n\n
Changing social landscape <\/strong><\/h2>\n\n\n\nThe collapse is visible in India\u2019s current educational landscape. Even before the pandemic, India was confronting a learning crisis. UNICEF\u2019s documentation of its \u2018Home as a Learning Space<\/a>\u2019 initiative notes that as far back as the 2017 National Achievement Survey, roughly half of primary-school children (nearly 50 million) were not performing at grade level in reading and mathematics. The pandemic widened these gaps<\/a>, especially for younger children, many of whom returned to school with disrupted routines, weaker foundational skills and little support form educational institutes. <\/p>\n\n\n\nThis matters in a country where academic stress begins early and escalates quickly. UNICEF India, drawing on the 2022 NCERT mental health survey<\/a>, notes that 11 per cent of students reported anxiety, 14 per cent experienced extreme emotions and 43 per cent reported mood swings. These are not minor background figures. They suggest that a significant number of Indian children are trying to learn while navigating issues like emotional turbulence, exam pressure and psychological strain. <\/p>\n\n\n\nRebuilding interest begins with rebuilding trust <\/strong><\/h2>\n\n\n\nHelping a child rediscover an interest in studying rarely begins with stricter rules or longer hours at the desk. It begins by changing the child’s relationship with learning itself. Educational psychologists recommend shifting the focus away from immediate academic performance and towards creating conditions in which children feel safe enough to make mistakes, ask questions or experience small successes. <\/p>\n\n\n\n
Rather than asking, “Why aren’t you studying?”, parents and teachers may find it more useful to ask, “What is making studying difficult right now?” or in fact, \u201cWhat would you rather do at the moment!\u201d. Such conversations can reveal whether the child is struggling with anxiety, bullying, an undiagnosed learning difficulty, unrealistic expectations or just simply burnout\u2014or any other reason. <\/p>\n\n\n\n
Equally important is restoring a sense of autonomy. Children are more engaged when they have some choice in how they learn<\/a>. Now this could mean a series of things such as deciding the order of subjects or connecting lessons to hobbies and real-world interests. Breaking large tasks into manageable milestones and celebrating effort instead of only high marks can also rebuild confidence without making learning feel tough. <\/p>\n\n\n\nParents and teachers also play an important role in helping children by reading together, discussing everyday questions, exploring museums, watching documentaries, stepping out in nature or by simply just demonstrating that learning extends far beyond examinations. When children begin to associate education with discovery rather than constant evaluation, motivation is far more likely to return, and to last. <\/p>\n\n\n\n
(i) when they feel competent<\/p>\n\n\n\n
(ii) autonomous<\/p>\n\n\n\n
(iii) connected enough to experience support<\/p>\n\n\n\n
Changing social landscape <\/strong><\/h2>\n\n\n\nThe collapse is visible in India\u2019s current educational landscape. Even before the pandemic, India was confronting a learning crisis. UNICEF\u2019s documentation of its \u2018Home as a Learning Space<\/a>\u2019 initiative notes that as far back as the 2017 National Achievement Survey, roughly half of primary-school children (nearly 50 million) were not performing at grade level in reading and mathematics. The pandemic widened these gaps<\/a>, especially for younger children, many of whom returned to school with disrupted routines, weaker foundational skills and little support form educational institutes. <\/p>\n\n\n\nThis matters in a country where academic stress begins early and escalates quickly. UNICEF India, drawing on the 2022 NCERT mental health survey<\/a>, notes that 11 per cent of students reported anxiety, 14 per cent experienced extreme emotions and 43 per cent reported mood swings. These are not minor background figures. They suggest that a significant number of Indian children are trying to learn while navigating issues like emotional turbulence, exam pressure and psychological strain. <\/p>\n\n\n\nRebuilding interest begins with rebuilding trust <\/strong><\/h2>\n\n\n\nHelping a child rediscover an interest in studying rarely begins with stricter rules or longer hours at the desk. It begins by changing the child’s relationship with learning itself. Educational psychologists recommend shifting the focus away from immediate academic performance and towards creating conditions in which children feel safe enough to make mistakes, ask questions or experience small successes. <\/p>\n\n\n\n
Rather than asking, “Why aren’t you studying?”, parents and teachers may find it more useful to ask, “What is making studying difficult right now?” or in fact, \u201cWhat would you rather do at the moment!\u201d. Such conversations can reveal whether the child is struggling with anxiety, bullying, an undiagnosed learning difficulty, unrealistic expectations or just simply burnout\u2014or any other reason. <\/p>\n\n\n\n
Equally important is restoring a sense of autonomy. Children are more engaged when they have some choice in how they learn<\/a>. Now this could mean a series of things such as deciding the order of subjects or connecting lessons to hobbies and real-world interests. Breaking large tasks into manageable milestones and celebrating effort instead of only high marks can also rebuild confidence without making learning feel tough. <\/p>\n\n\n\nParents and teachers also play an important role in helping children by reading together, discussing everyday questions, exploring museums, watching documentaries, stepping out in nature or by simply just demonstrating that learning extends far beyond examinations. When children begin to associate education with discovery rather than constant evaluation, motivation is far more likely to return, and to last. <\/p>\n\n\n\n
This matters in a country where academic stress begins early and escalates quickly. UNICEF India, drawing on the 2022 NCERT mental health survey<\/a>, notes that 11 per cent of students reported anxiety, 14 per cent experienced extreme emotions and 43 per cent reported mood swings. These are not minor background figures. They suggest that a significant number of Indian children are trying to learn while navigating issues like emotional turbulence, exam pressure and psychological strain. <\/p>\n\n\n\n Helping a child rediscover an interest in studying rarely begins with stricter rules or longer hours at the desk. It begins by changing the child’s relationship with learning itself. Educational psychologists recommend shifting the focus away from immediate academic performance and towards creating conditions in which children feel safe enough to make mistakes, ask questions or experience small successes. <\/p>\n\n\n\n Rather than asking, “Why aren’t you studying?”, parents and teachers may find it more useful to ask, “What is making studying difficult right now?” or in fact, \u201cWhat would you rather do at the moment!\u201d. Such conversations can reveal whether the child is struggling with anxiety, bullying, an undiagnosed learning difficulty, unrealistic expectations or just simply burnout\u2014or any other reason. <\/p>\n\n\n\n Equally important is restoring a sense of autonomy. Children are more engaged when they have some choice in how they learn<\/a>. Now this could mean a series of things such as deciding the order of subjects or connecting lessons to hobbies and real-world interests. Breaking large tasks into manageable milestones and celebrating effort instead of only high marks can also rebuild confidence without making learning feel tough. <\/p>\n\n\n\n Parents and teachers also play an important role in helping children by reading together, discussing everyday questions, exploring museums, watching documentaries, stepping out in nature or by simply just demonstrating that learning extends far beyond examinations. When children begin to associate education with discovery rather than constant evaluation, motivation is far more likely to return, and to last. <\/p>\n\n\n\nRebuilding interest begins with rebuilding trust <\/strong><\/h2>\n\n\n\n