If a group of students were asked for their definition of academic success, most of them would argue that straight A’s fit that description.
That being said, it should be noted that intelligence is a spectrum and is intended to be based on intellectual capacity, not letter grades. Intelligence is defined as the ability to acquire and apply knowledge and skills; however, other components such as time management, test-taking skills and work ethic shape academic performance. More importantly, motivation and self-efficacy influence growth or decline. So, if a student isn’t performing at their full potential, it’s likely that they’re simply not putting in the effort to do so. Nevertheless, not all students are entirely to blame for falling short of expectations. External factors such as home life, poverty and mental health often play a huge role in scholastic performance as well.
If one has or had a complicated home life, they’ve likely succumbed to the effects of one of two extremes: controlling, helicopter parents who prioritize grades over all else, even to the detriment of their child, or parents who show little to no concern for their child’s education and permit them to put in minimal effort. While it may come as a surprise, both ends of the spectrum can translate negatively into a student’s academic performance. Sometimes, those with overbearing parents may experience academic burnout, resulting in poor outcomes. In contrast, children who are never taught the value of a proper education may take it for granted or fail to recognize its importance. In more severe cases, these extreme parenting styles extend beyond academic pressure or indifference and reflect deeper patterns of emotional or psychological harm. Children who’ve been physically, emotionally or psychologically abused are at a significantly higher risk of underperformance. According to an article published by the U.S. Department of Justice, “Children exposed to maltreatment are at increased risk of education underachievement, including lower verbal and math scores.”
While parenting styles can significantly shape academic outcomes, broader socioeconomic conditions also play a critical role. Unfortunately, in most cases, children from lower-income families have limited access to adequate educational resources. For example, if a low-income student is diagnosed with a debilitating learning disability, they may not have the means to treat it, impeding their ability to excel in school. In an article by nassp.org, the author states, “Nearly one-fifth of students nationwide are either living in poverty, attending a high-poverty school, or both….a variety of different factors that are often symptoms of poverty, like health issues stemming from a nonnutritional diet, homelessness, lack of food or the inability to receive medical treatment for illnesses…often place more stress on a student, which can negatively impact [their] ability to succeed in a school.”
In addition to financial hardship, mental health challenges also present a substantial obstacle to a child’s success in school. More precisely, a lack of focus stemming from psychiatric disorders is associated with academic strain. A few mental illnesses that hinder focus include obsessive compulsive disorder (OCD), attention deficit hyperactivity disorder (ADHD), eating disorders, depression and insomnia. According to nih.gov, studies show that ADHD commonly co-occurs in individuals with OCD, as 25–33% of youth with OCD are also diagnosed with ADHD. The two conditions are closely related in the sense that they both involve hyperfixation patterns. Conversely, individuals solely with ADHD most often demonstrate such a lack of focus that they may overlook important information in the classroom and usually need extra time for assignments and tests.
On another note, those with eating disorders like anorexia, orthorexia, bulimia or ARFID typically experience impaired cognitive functioning as a result of nutritional deficiencies. Similarly, students who are affected by depression exhibit little energy, profound sadness and reduced motivation, which can interfere with concentration and memory. It’s not rare for those with depression to develop insomnia, a sleep disorder that makes it difficult to fall asleep or stay asleep throughout the night. A lack of sleep can be especially damaging when taking into consideration that developing brains need at least eight hours of sleep a night. Insomnia mimics depression, presenting similar symptoms such as lower neurocognitive functioning and mental fatigue.
It would be impossible to account for every aspect that influences grades. However, it’s not difficult to observe the glaringly obvious forces that have an impact. Ultimately, it is evident that grades alone don’t serve as a definitive measure of intelligence.
