A book review, and what educators can do.
By Jonathan Pangu, Senior Consultant.

Jennifer Breheny Wallace’s book – “Never Enough: When Achievement Culture Becomes Toxic” – was recommended by a Melbourne Principal as essential reading for educators nowadays. Having thoroughly read the book, both as a parent and as someone working in education, I wanted to share my insights with the Emmet community.

Set in the USA, but with application here in Australia, the book tackles the alarming rise of anxiety, depression, and other mental health issues among young people.

Drawing on interviews with students, parents, and educators, as well as a survey of nearly 6,000 parents, Wallace contends that in an uncertain and chaotic world, a “toxic achievement culture” is created by parental anxiety and perpetuated by educators.

The central idea is that in the relentless pursuit of “success” – defined by academic scores, prestigious college admissions, and extracurricular accolades – children are internalising a dangerous message: their self-worth is contingent on their performance. This leads to a pervasive feeling of “never enough,” where no matter how much they achieve, they feel their value is constantly on the line.

The problem is particularly evident in elite private schools, and while the American context is probably more extreme than Australia, there is undoubtedly a shared insight.

Mattering as intrinsic value.

Wallace argues that children don’t need more pressure but need to feel that they “matter” – that they are valued intrinsically for who they are, regardless of their external achievements. This idea of “mattering” is shown as an essential protective factor for mental health, encouraging a sense of belonging, significance, and purpose.

“Never Enough” offers many insights for educators, highlighting their role in mitigating the effects of toxic achievement culture and fostering healthier environments for students.

Here are five ways educators can apply the book’s insights:

1. Prioritise “Mattering” over Achievement:

• Shift Focus to Intrinsic Worth: actively communicate to students that their value is not solely tied to grades or competition wins. Explicitly praise effort, growth, curiosity, kindness, and unique qualities.
• Foster a Sense of Belonging: Create classroom and school cultures where every student feels seen, heard, and genuinely valued. This can involve inclusive activities, personalised interactions, and opportunities for every student to contribute.
• Emphasise Contribution: Provide opportunities for students to contribute meaningfully to their classroom, school, or wider community. When students feel their efforts positively impact others, it reinforces their sense of mattering and purpose.

2. Redefine Success Broadly:

• Beyond Metrics: Challenge the narrow definitions of success and highlight diverse pathways to fulfilment, emphasising personal growth, ethical character, emotional intelligence, creativity, and the pursuit of genuine passions.
• Celebrate Different Strengths: Recognise and celebrate a wide range of talents and intelligence beyond traditional academic or athletic achievements. This helps students understand that there are many ways to be valuable and successful.
• Focus on Learning Process, Not Just Outcome: Praise students for their perseverance, problem-solving skills, willingness to take risks, and resilience in the face of challenges, rather than just the final grade.

3. Promote Healthy Competition and Collaboration:

• “Competition for Good”: If competition is present, reframe it as an opportunity for personal improvement and learning, rather than solely about winning or losing. Encourage students to support and learn from their peers, fostering a sense of collective improvement.
• Collaborative Learning: Design activities and projects that require teamwork and interdependence, allowing students to experience the value of contributing to a shared goal and relying on others.

4. Buffer Against External Pressures:

• Advocate for Student Well-being: Educators can be advocates within their schools and communities for policies and practices that prioritise student mental health and well-being over relentless academic pressure. This might include advocating for reasonable homework loads, balanced schedules, and access to mental health support.
• Open Communication: Foster open communication with students and parents about the pressures they face. Help families understand the research on toxic achievement culture and provide strategies for counteracting its negative effects at home.
• Model Healthy Habits: Educators themselves can model balanced lives, valuing intrinsic rewards and demonstrating that self-worth doesn’t hinge on constant performance.

5. Cultivate Purpose:

• Connect Learning to Real-World Impact: Help students see how their learning connects to solving real-world problems or contributing to something larger than themselves. This can provide a sense of purpose beyond simply getting good grades.
• Encourage Self-Discovery: Create space for students to explore their interests, values, and what truly energises them, fostering an intrinsic drive rather than an externally imposed one.

“Never Enough” calls upon educators to be frontline defenders against a culture that often inadvertently damages children’s self-worth and mental health.

By deliberately fostering a sense of importance, expanding the definition of success, and prioritising well-being, educators can cultivate environments where children not only succeed but also flourish as resilient, purposeful, and intrinsically valued individuals.

Over the past few years, the team at Emmet has helped several schools define the articulation of wellness programs and bring these to life in school communities, to engage students and parents alike.

Contact us today.