Why frustration is necessary and can be positive for learning
10/03/2025
Anna Forés Miravalles
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Lecturer at the Faculty of Education
Anna Forés Miravalles
Lecturer at the Faculty of Education
We observe the following scene: Adrián, aged 10, sits down to do his maths homework. Once he has read the statement of the first problem, he gets up angrily and shouts: “I don’t understand anything!”. He immediately abandons his homework and goes to his mother to complain, she sits with him patiently and explains what he should do. It is likely that, with more or less effort and discussion, they will both finish the exercise. But, is there another way to help Adrián?
Adrián’s frustration is a natural emotion: who hasn’t felt frustrated when a task seems too difficult and it requires too much effort or doesn’t come as easily as expected?
Any teacher or parent knows that dealing with a child who has a low tolerance for such emotions can be a challenge. Learning to understand and accept it is an important part of life. Frustration is often experienced as an unwanted emotion, but from the neuroeducation perspective, we know that it is key to learning.
This article was originally published in The Conversation.
Any teacher or parent knows that dealing with a child who has a low tolerance for such emotions can be a challenge. Learning to understand and accept it is an important part of life. Frustration is often experienced as an unwanted emotion, but from the neuroeducation perspective, we know that it is key to learning.
This article was originally published in The Conversation.