Persistence vs Talent

Let’s talk about one of the most persistent (and harmful) myths floating around classrooms: the idea that talent is everything. You’ve probably heard it before—“I’m just not a maths person” or “I can’t draw to save my life.” It’s the belief that if you’re not naturally good at something, you’ll never really be good at it. This mindset shows up everywhere: in how students view themselves, how teachers assess potential, and even in how parents encourage (or unintentionally discourage) their kids.
But here’s the thing: the idea that talent trumps effort in learning is not only limiting, it’s flat-out wrong. Research from the past few decades has made it crystal clear that what really moves the needle in education isn’t raw talent, but effort, persistence, and quality instruction.

Nature vs Nurture? It’s Not a Battle

The “talent myth” rests on the assumption that ability is fixed. But a growing body of research in psychology and education shows that intelligence and skills are malleable. Carol Dweck’s work on the growth mindset is foundational here. Her studies (Dweck, 2006) show that when students believe their abilities can improve through effort and good strategies, they perform better, even in subjects where they initially struggled. In other words, thinking you can get better actually helps you get better.
What’s more, research by Ericsson et al. (1993) on deliberate practise shows that expert performance in fields like music, chess, and maths isn’t the result of innate talent alone. Instead, it’s about how individuals practise over time. The best performers aren’t always the most “gifted” ones—they’re the ones who put in targeted, consistent effort over years.

Why This Myth is So Sticky

Despite the evidence, the talent myth hangs around for a few reasons. First, it’s easy. It’s comforting to believe that people are just born good at things, then you don’t have to push yourself too hard. And from a teaching perspective, labelling kids as “naturally gifted” or “not academic” simplifies decision-making. But this approach can do real damage. Labelling students too early often turns into self-fulfilling prophecy. Students internalise these messages and opt out of trying.
Studies also show that teachers sometimes, without realising it, give more attention, harder challenges, and better feedback to students they perceive as naturally talented (Rosenthal & Jacobson, 1968). This unconscious bias means those “gifted” students get more opportunities to grow, while others get left behind—not because of their potential, but because of the expectations set for them.

The Real Recipe for Success: Grit, Support, and Practice

At StudyChamp, we’ve seen first-hand that success in school isn’t about being a “natural” at something, it’s about building confidence through small wins, developing critical thinking, and being consistent. It’s also about getting the right support. Quality resources, structured learning, and timely feedback matter far more than whether a learner is “naturally” good at something.
Angela Duckworth’s research on grit —passion and perseverance for long-term goals—backs this up. In a series of studies (Duckworth et al., 2007), she found that grit predicted academic performance better than IQ. Gritty students stick with hard things. They bounce back after setbacks, and they don’t believe their abilities are carved in stone.

Reframing “Talent”

None of this is to say talent doesn’t exist—it does. Some students may pick things up quicker or show early flair, but that’s only part of the picture. What matters most is what you do with it. A student who struggles in maths at first can still become a top performer with the right mindset and support. The same goes for a learner who thinks they “can’t write.” Talent might give someone a head start, but it’s practise, curiosity, and resilience that win the race.

Final Thoughts

The myth that talent alone determines success in the classroom holds learners back. It discourages effort, kills motivation, and ignores the complex ways in which skills are developed. As educators, parents, and mentors, we need to stop asking, “Is this student talented?” and start asking, “What support do they need to grow?”
At the end of the day, learning isn’t about where you start, it’s about where you’re willing to go. References:

Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363–406.
Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the Classroom: Teacher Expectation and Pupils’ Intellectual Development. Holt, Rinehart and Winston.
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101.

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Woman writing math equations on a chalkboard, holding a notebook, with a thought bubble of the pi symbol.

Preparing for Maths Assessments

By Estelle Barnard • October 22, 2025

Mathematics rewards practice with purpose: spaced revision, plenty of self-testing, making notes, checking with feedback, and calm, consistent routines. Below you’ll find exactly how to do this at different stages of school. The Big Three for All Learners Space it out Short, regular sessions beat last-minute marathons. Plan 20–40 minute slots across the week and revisit topics before you forget them. This is known as the spacing effect (Cepeda et al., 2008). Retrieve, don’t just reread Close the book and try to solve or recall from memory. Use past questions, quick quizzes, and “write-from-memory” summaries. Retrieval practice strengthens long-term learning, especially when you check your answers (Roediger & Butler, 2011). Think about your thinking Teach learners to plan, monitor, and evaluate how they study. Simple questions like, “What will I practise today? How will I know I’ve improved?” turn revision from passive to purposeful (EEF, 2018). Primary School (Grades 4–7) Goals Build number sense and fluency (times tables, fractions, decimals). Understand why methods work, not just how to perform them. Study Rhythm Mon/Wed/Fri: 20 min mixed practice (across old and new topics). Tue/Thu: 20 min facts fluency (typically something like time tables or fractions) Weekend: 25–30 min “Teach-Back” session: learner explains one concept aloud (e.g. “How do we find a common denominator?”). High School (Grades 8–12) Goals Strengthen algebraic fluency, geometry, trigonometry, statistics, and calculus. Build exam stamina and the ability to select appropriate methods. Exam Preparation Plan Weeks –4 to –3: Cover all topics and create a spaced schedule. Weeks –3 to –2: Attempt past-paper sections; very important to check with detailed memos. Prepare an error log of frequent mistakes. Weeks –2 to –1: Interleave topics and focus more on challenging topics (e.g., trig, functions, geometry). Final Week: Short, focused recall sessions from your “error log.” The Value of Writing Your Own Notes and Step-by-Step Summaries One of the most effective yet overlooked study habits is summarising key procedures in your own words . Mathematics is full of repeatable processes: simplifying fractions, expanding algebraic expressions, finding derivatives using first principles, or completing the square in a quadratic equation. Writing out the steps helps learners form mental blueprints they can rely on in tests. Why this works Research shows that encoding information through writing and explaining strengthens understanding and recall (Dunlosky et al., 2013; MIT Teaching + Learning Lab, 2020). When learners create their own step-by-step summaries: They engage in sense-making, not just copying. They uncover misconceptions early. They connect formulas with reasoning (“why does this step come next?”). They create a quick reference guide for revision. Examples: Simplifying fractions: Find common factors → Divide numerator and denominator → Check if it can simplify further. Completing the square: Divide so that x squared stands on its own →Take the constant term to the right-hand side →Add half of the coefficient of x squared to both sides → Factorise the left-hand side to form a perfect square → Simplify and solve for x. Visualisation and Trigonometry Trigonometry can be tricky until you visualise how angles behave on the Cartesian plane . Remember: in trigonometry, angles are measured from the positive x-axis , moving anticlockwise for positive angles and clockwise for negative ones. (See the labelled diagram above, showing where each trigonometric ratio is positive or negative, including the reduction formulae.) Using StudyChamp Resources Effectively StudyChamp’s detailed memos and step-by-step worked examples make maths study easier: Compare your solution to the memo. Highlight key reasoning steps. Add the process to your “Maths Procedures Notebook”. By exam time, that notebook becomes your own personalised study guide: practical, and written in your own words. References Cepeda, N. J., et al. (2008). Spacing effects in learning: A temporal ridgeline of optimal retention. Psychological Science, 19(11). Dunlosky, J., et al. (2013). Improving Students’ Learning With Effective Learning Techniques. Psychological Science in the Public Interest. Education Endowment Foundation (EEF). Metacognition and Self-Regulated Learning Guidance Report. Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1). MIT Teaching + Learning Lab. (2020). Note-Taking and Sense-Making Strategies. Massachusetts Institute of Technology.