Education is a fundamental human right.

Every student is capable of learning, and we do not know their limits until we try to find them. Everyday conversations about education as a field talk about evening student learning by lowering expectations. If the threshold of academic rigor is lowered, then more students should be capable of meeting that threshold. But the issue with that logic is that it fails to consider how students respond to the attitudes and expectations we place upon them. A student encouraged to do better will learn more simply by trying more things, while a student told repeatedly that they are naturally not inclined toward a discipline is less likely to attempt and therefore learn in that field. Education must be an active and proactively positive process. This is not antithetical to maintaining high expectations of students. Rather, the two can blend into a classroom culture where students thrive in experimentation, learning from their mistakes, and hone their skills.