Children learn differently, and comparing one child’s academic journey to another can do more harm than good.

This was the central message from two guests on Asaase Radio’s PTA Plus on Sunday (24 May), as they discussed the theme: “Patience Over Pressure: Supporting Children’s Learning Growth.”

Speaking on the program education professional Richard Yeboah, a teacher with 14 years of classroom experience, stressed the importance of understanding children individually rather than placing unrealistic expectations on them.

Reflecting on his early teaching years in a remote community in the Ashanti Region, Yeboah shared how his experiences shaped his perspective on children’s learning and behavior .

According to him, one of the lessons he learned early in his career was that children respond differently to teachers and learning environments.

“I encountered students who did not feel comfortable with me the way they did with my colleagues,” he explained, adding that such experiences helped him understand the importance of patience, trust-building, and adapting to children’s unique personalities and learning styles.

Yeboah emphasised that children who struggle academically should not be labelled as failures or pressured beyond their abilities. Instead, he encouraged parents and teachers to introduce learning in simple, manageable stages that help children gradually build confidence.

He also advised adults to focus on celebrating effort and consistency rather than only results.

“Praise the process, not just the outcome,” he noted, explaining that children develop confidence when their efforts are acknowledged, even when they make mistakes.

Adding her perspective to the discussion, Gloria Cann highlighted the dangers of excessive learning pressure on children, describing it as expectations that go beyond a child’s developmental level or individual ability.

According to her, learning pressure can come from parents, schools, or even societal expectations, leaving children emotionally overwhelmed.

“When expectations placed on a child exceed their developmental stage or capacity, it creates pressure,” she explained.

Cann said the signs are often visible in children’s emotional and behavioral changes, including anxiety, withdrawal, fear of failure, and losing interest in learning altogether.

“It looks like a child shutting down or constantly stressing over failure instead of enjoying the process of discovering and learning new things,” she added.

Both guests agreed that children thrive best when given time, encouragement, and emotional support rather than constant pressure to perform.

They encouraged parents and teachers to create safe learning environments where children feel comfortable making mistakes, asking questions, and growing at their own pace.

The conversation ended with a strong reminder: every child’s learning journey is different, and patience—not pressure—is often the key to helping them succeed.