Not Everyone is Meant to Study, And that’s OK
Reflections on the Indian Education System
In our modern education system, there seems to be a prevailing belief that every child is meant to study and excel academically. However, the reality is that not everyone is cut out for rigorous academic pursuits. Historically, societies have recognized that certain individuals are naturally inclined towards different skills, be it art, music, physical labour, or intellectual study.
Take the example of Brahmins in ancient India. They constituted only a tiny fraction — often less than 0.1% — of the population, yet they were the ones primarily focused on studying and understanding the human mind and deeper philosophical matters. It wasn’t a matter of superiority but of inclination. Not everyone can, or should, be forced to “study” in the traditional sense.
The Chanchal Mind at 14–16
The teenage years, especially between 14 to 16, are a turbulent time. The mind is restless, and the natural curiosity and energy often make it difficult for students to focus on something as abstract as academics. Yet, the system expects every child to sit through hours of math, science, and other subjects — whether or not they are actually interested in or suited for such studies.
From my experience as an educator, I’ve come to realize that fewer than 10% of the students I teach are genuinely meant to study in the conventional sense. The rest are simply chasing their parents’ ambitions, trying to fit into molds that don’t suit them. These children aren’t “bad” students — they’re just not meant for academic life. Their skills, passions, and potential lie elsewhere, but the system is failing them by forcing them all into one box.
The Problem with One-Size-Fits-All Education
The system, driven by societal expectations and parental pressure, attempts to mold every child into a scholar. But the truth is, not everyone can be a scholar, just as not everyone can be a singer. You can love music, but that doesn’t mean you’re meant to sing. Liking something and excelling in it are two different things.
Yet, our education system doesn’t account for these differences. It’s set up as if every student is destined to become an academic success. This one-size-fits-all approach ignores the diverse range of talents and interests that children naturally possess. It pushes students who may be better suited for other paths — entrepreneurship, craftsmanship, art, or athletics — into academic programs they neither enjoy nor excel in.
Desire vs. Expectation
A fundamental question we need to ask is: whose desire are we fulfilling? Is it the child’s desire to study math or science, or are they simply complying with the expectations of their parents, teachers, and society? Too often, children are pushed into fields they have no interest in, just to satisfy external ambitions.
In an ideal system, we would recognize that just as in the music industry, there are different roles to play. Not everyone is a singer, but that doesn’t mean their contributions are less valuable. Some people are curious about music, some can play instruments, some can record, others can manage, and yet others can sell the music. The ecosystem thrives on diversity.
We Can’t All Be Singers — Or Scholars
In conclusion, we need to acknowledge that not every child is meant to study in the academic sense. Just as not everyone can be a singer, not everyone is meant to pursue rigorous education. The caste system, though outdated and discriminatory in many ways, recognized that people have different roles to play in society. It’s time we accept this truth in our education system.
Let’s stop forcing every child into the same mold and instead nurture their individual talents. Some students are meant to study, but many are destined for other things — and that’s okay. Recognizing and supporting those unique talents will lead to a more fulfilled, successful generation.
