Are Kids Really Struggling More Than Ever? | By: Vibha Gutta

By: Vibha Gutta

If you've been on social media recently, you've probably come across the viral BuzzFeed article where teachers from around the world shared some of the most concerning things they're seeing in today's classrooms. The stories ranged from humorous to unsettling. 

One middle school math teacher wrote that eighth graders regularly ask questions like, "What's eight times zero?" or "How many sides does a triangle have?" Another teacher described handing every student a pencil before class, only to have several students refuse to start their assignment because they insisted they "didn't have one." After being encouraged to look around, one student eventually noticed the pencil lying just a few inches from their shoe. Another educator shared that students often won't even attempt an assignment unless someone explains every step out loud, despite the directions being written clearly on the worksheet. 

A kindergarten teacher observed that the children who were read to every night at home consistently picked up phonics and reading skills much faster than classmates who spent much of their free time on phones or tablets. Reading through these stories, it's easy to feel discouraged or even wonder whether today's children are somehow less capable than previous generations. However, while these experiences may accurately reflect what some teachers are seeing in their classrooms, they are still anecdotes. They don't tell us why these behaviors are happening, and they certainly don't prove that an entire generation is struggling. Fortunately, researchers have been studying children's learning, motivation, and development for decades, and many of the concerns raised in the article have well-established explanations.

One of the most common themes throughout the BuzzFeed article wasn't that students lacked intelligence, but that many seemed reluctant to solve even simple problems on their own. Psychologists have studied this behavior for years under a concept known as learned helplessness, first described by Dr. Martin Seligman. Learned helplessness develops when people begin to believe that their actions won't change the outcome, eventually causing them to stop trying even when success is possible. That doesn't mean every child who asks for help has learned helplessness. Children may struggle because they're anxious, tired, distracted, or have an undiagnosed learning disability. But some of the classroom examples shared by teachers are surprisingly consistent with what psychologists describe. 

A child who immediately gives up because they "can't find a pencil" without first looking around, or a student who says "I don't know" before even reading the question, may not be demonstrating a lack of intelligence. Instead, they may have lost confidence in their own ability to work through small challenges independently. Parents often step in because we want to help, and sometimes because it's simply faster. They tie the shoes, find the missing homework folder, answer every question, or solve every disagreement. While these actions come from a place of love, children also need opportunities to experience manageable frustration. Those everyday moments of searching for the missing pencil, figuring out a homework problem, or remembering where they left their backpack help build confidence and independence over time. 

Several teachers also described students refusing to begin assignments unless every instruction was explained aloud, even when the directions were sitting directly in front of them. Educational researchers often refer to the opposite of this as productive struggle, the idea that learning occurs when children are challenged just enough to think through a problem before receiving help. It doesn't mean allowing children to become overwhelmed or frustrated for hours. Rather, it means giving them time to think before immediately providing the solution. Imagine your child is working on a puzzle and can't find the next piece. It's tempting to point to exactly where it is, but asking, "Where have you already looked?" encourages them to practice problem-solving instead. These small moments matter because they teach children that challenges are temporary and that they are capable of finding solutions on their own. Over time, those experiences build resilience that extends far beyond the classroom. 

The BuzzFeed article also included one observation that aligns especially well with decades of research. A kindergarten teacher explained that the children who were read to regularly at home consistently learned phonics more quickly than those who were not. This isn't surprising. Research has repeatedly shown that reading aloud to children strengthens vocabulary, language development, comprehension, and attention while also supporting healthy brain development. The American Academy of Pediatrics even recommends reading together beginning in infancy because these shared experiences help lay the foundation for literacy long before children begin reading independently. As children grow older, reading together may look different, but discussing books, asking questions about characters, and encouraging curiosity continue to build important critical thinking skills. 

Another concern raised repeatedly by teachers involved phones, tablets, and social media. Several described students who constantly repeated TikTok sounds throughout the school day or struggled to focus through an entire movie or class discussion. While these observations are understandable, it's important not to oversimplify the issue. Current research suggests that high amounts of recreational screen time are associated with poorer sleep, shorter attention spans, and lower academic achievement, but these

studies show associations rather than proving that screens alone are responsible. What matters just as much is what screen time replaces. If hours spent scrolling come at the expense of sleep, reading, outdoor play, family conversations, or creative activities, children lose valuable opportunities to develop skills that support learning and emotional growth. Not all technology is harmful, and educational media can absolutely have a place in a child's life, but balance remains essential. 

It's also impossible to have this conversation without acknowledging the lasting effects of the COVID-19 pandemic. Many of today's elementary and middle school students experienced school closures, virtual learning, interrupted routines, and social isolation during some of the most important years of their academic development. National testing data have shown declines in reading and mathematics achievement since the pandemic, and many educators continue to report that students are still rebuilding foundational skills. Rather than viewing today's children as less motivated or less capable, it's more accurate to recognize that many are still recovering from an unprecedented disruption that affected not only academics but also social development, mental health, and opportunities for independent learning. 

Perhaps the most reassuring takeaway from both the research and the teachers' experiences is that these skills can be strengthened. Independence, resilience, problem-solving, and persistence are not fixed personality traits; they develop through practice. Every time a child works through frustration instead of immediately receiving the answer, every bedtime story shared with a parent, every opportunity to make a mistake and try again helps build these abilities. The stories shared in the BuzzFeed article shouldn't be dismissed, but they also shouldn't convince us that an entire generation is failing. If anything, they remind us how important everyday interactions between parents, caregivers, teachers, and children truly are. Children don't need adults to remove every obstacle from their path. More often, they need adults who believe they are capable of finding their way through it. 

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Works Cited 

ALI STAFF. “Why is Productive Struggle Important in STEM Education.” Accelerate Learning, 23 November 2022, 

https://blog.acceleratelearning.com/5-reasons-the-productive-struggle-belongs-in-stem.

American Academy of Pediatrics. “Early Literacy.” AAP, 22 April 2026, 

https://www.aap.org/en/patient-care/early-childhood/early-childhood-health-and-development/ear ly-literacy/. Accessed 28 July 2026.

Frye, Devon. “The Research on Learned Helplessness.” Psychology Today, 24 April 2026, https://www.psychologytoday.com/us/basics/learned-helplessness. Accessed 28 July 2026.

Yates, Julia, et al. “Elementary students' social, emotional, and cognitive development during the COVID 19 pandemic in North America: A scoping review.” PMC, 11 September 2025, 

https://pmc.ncbi.nlm.nih.gov/articles/PMC12425295/. Accessed 28 July 2026.