05/31/2025
Who Is Education Really For?
Following on from my brick wall analogy — where learning is built year by year, brick by brick, and the gaps that get missed early on cause long-term cracks — I’ve been thinking more about who education is really for.
And, truthfully, education is very much for those who can.
Those who can listen in the way that’s expected.
Those who can memorise facts and repeat them, just as they were taught.
Those who can answer questions clearly, quickly, and using tidy, clever, “grown-up” language.
Our system rewards the ones who can show their learning in the way it’s been designed to be seen. And if you’re one of those people — great grades, neat writing, organised mind — you’ll likely be praised, encouraged, and given access to more opportunities.
Education is built for you. Because you can.
From the moment children enter the system, the message is clear: achieve high grades. That’s the goal. Get a good mark, then push harder for the next one. If you do enough, if you work hard enough, you’ll get the top prize — the highest grade. And for a brief moment, you’ll feel proud, accomplished, worthy.
Until the system moves the goalposts.
Because now, it’s not about that grade — it’s about the next one. The next test. The next qualification. The next barrier. The feeling of achievement is fleeting, because there’s always another hoop to jump through.
And here’s the thing: our education system doesn’t like those who can’t.
Those who can’t listen in the expected way — because “if they’re not looking at you, they can’t possibly be paying attention,” right?
Those who can’t learn in neat steps, but instead move forward in bursts — more like an old vintage car sputtering to life, stopping, then racing forward unpredictably.
Those who can’t show what they know from memory. Who understand things deeply but can’t recall them on command like a well-trained parrot.
Our system isn’t made for them. It’s simply not designed for anyone who can’t perform learning in the narrow way we’ve decided is acceptable.
And in this system, can’t = failing.
And when you’re a young person told that your value lies in grades — but your wall has gaps, your mind works differently, or your pace is slower — then the blame lands squarely on you.
Because if everyone else in your class can, then why can’t you?
The shame of “can’t” doesn’t get laid at the feet of the system. It’s carried by the child.
It’s time we challenged this.
Because education should not be about sorting the “cans” from the “can’ts.” It should be about making sure every child can build a wall that’s strong — even if it takes longer, even if it’s built differently, even if they need help filling in the gaps.
