Most students (and understandably, most parents and teachers, too) tend to interpret struggle as a warning sign. If a concept feels difficult, the instinct is often to step in quickly, provide help, or move on to something more comfortable. I have to admit that I’ve done my fair share of pulling out a pencil and working a problem for a student who was ready to give up. And then afterwards I thought to myself: “what did s/he learn by me doing that?” I watched it happen countless times in the classroom. Teachers – or even other students – solving a problem for someone who was getting frustrated. (This isn’t judgment, just observation.)

But, in learning, struggle plays a very different role than it does in final performance. It is often the moment where understanding begins. When a student works through a problem that is slightly beyond their current ability, their brain is forced to make connections rather than rely on automatic responses. The results of that effort are what build long-term retention.

Effective instruction provides structure for the struggle. It creates space for students to wrestle with ideas while still having enough support to avoid shutting down. The challenge is finding balance. Too much struggle leads to frustration and disengagement. Too little leads to shallow understanding that doesn’t last (and, at worst, creates a whole separate issue we call “learned helplessness”).

That balance is a big focus of the summer math camps here at Peritia Prep, where students are guided through challenges in a way that builds understanding instead of frustration.