They are not bad children, they simply do not know that they are good children

Key points:

In the world of education, labels can become self -fulfilling prophecies. A child is labeled as “problematic”, “difficult” or “a bad child”, and suddenly that label becomes his identity. But what if we turn the script? What happens if instead of focusing on what a child is doing wrong, we focus on what they could do, what it could do, what it could do, what it could do, what it could do, what it could do, ¿ What happens if we saw all children not for their past errors but for their future potential?

This is not just a matter of optimism; It is a matter of need. Our education system and our society have never been able to cancel any child as a lost cause. Each child has an inherent value, potential and goodness. But for some, they just have not yet realized. As educators, parents and community members, it is our work to help them see it.

When I hear the phrase, “he is not a bad child; He simply does not know that he is still a good child, “hits a deep chord inside me. I have seen too many children who have been abandoned, whose potential has been buried under layers of negligence, misunderstandings and sometimes rejection. These children do not They are “bad”;

Actually, children are up to it, or the expectations, the expectations established for them. If a child believes that it is bad, it will probably act that way because that is the role that you think they are supposed to play. But if we can convince them that they are good and have something valuable to contribute, they will begin to see themselves under a new light.

Start with adults in their lives. We need to be their mirrors, reflecting the potential we see in them. This does not mean ignoring your mistakes or ignoring your misdeeds. It means addressing these problems and focusing on growth and improvement, not punishment and shame.

Imagine a classroom where a student is fighting with behavior. Instead of labeling them “bad”, the teacher sees them as a work in progress. They recognize that this student has not yet learned to channel their energy or deal with their frustrations constructively. Instead of giving up or resorting to punishment, the teacher becomes a coach and mentor, guiding students towards better elections and showing them good within them.

This approach is not about coding or reducing expectations. It's about lifting the bar differently. It's about believing in a child's ability to grow, learn and improve. It is about understanding that each child's trip is different; Some take longer to find their way than others.

But when they do, when that moment of bulb happens, and a child realizes that he is not a “bad child” after all, it is a transformative. Suddenly, they are motivated, not for fear of punishment, but by the desire to be the person who now believe they can be. They begin to take pride in their work, their relationships and their contributions to the community. And that is when true learning occurs, not only academic learning, but the learning of life, learning the characters.

In our schools, we need to foster environments where each child knows they are good, even if they have not yet discovered it. This means building solid and trustworthy relationships with students, providing support and encouragement consisting, and creating opportunities to succeed so that they care. It means being patient, persistent and unwavering in our belief in its potential.

So, the next time you listen to someone to say: “He is not a bad child,” add it: “He still doesn't know he is a good child.” And then commit to helping that child to discover the truth of those words. Because each child deserves to know that they are good, and once they do, the possibilities are endless.