Are Schools and Workplaces Failing the Same People?
Many of us have questioned our abilities after receiving a bad grade, wondering how it aligns with the quick-witted and intuitive side of ourselves that emerges in other situations. If academic success does not define our intelligence, why do grades sometimes make us feel otherwise?
The answer lies in the school system itself.
The Problem with a One-Size-Fits-All Approach
The traditional school system is designed to prioritise academic intelligence while neglecting other crucial forms of intelligence - such as emotional, social, and creative problem-solving skills -which are arguably more valuable in today’s world.
I first realised this through my two friends - Ayy and Bee. Ayy excelled academically, securing top grades, but struggled in social settings. Bee, on the other hand, found academics challenging but thrived in social environments, solving people-related problems effortlessly. He even ran multiple online businesses, constantly striving for more success.
Two individuals with very different strengths - yet the school system only rewarded one.
Why?
Because the system is outdated, catering to a narrow definition of intelligence while side lining talents that may be even more valuable in today's economy.
The Workplace Isn’t So Different
This isn’t just an issue within schools. Many workplaces fall into the same trap, valuing traditional metrics of success - such as extraversion, charisma, structured skills, self-promotion and length of service. While these traditional indicators of success can be valid, they often overlook critical factors like adaptability, emotional intelligence, creativity, and the ability to inspire, develop and support others.
Companies that only promote based on these outdated metrics risk creating a culture where:
· Visibility matters more than actual contribution and work ethic.
· Loud employees get ahead while quiet high performers are ignored.
· Diverse leadership styles and cultural backgrounds are undervalued.
Organisations often recognise and reward employees who fit into a predefined mould while failing to nurture those who bring unconventional but equally important skills to the table. In many organisations, there’s no room at the senior table for people who are different. Is there room for neurodivergent individuals?
Richard Branson once said that by the school system’s standards, he would be considered a failure - yet his accomplishments tell a very different story. The same can be said for workplaces that focus on rigid structures rather than fostering innovation and adaptability. Studies show that only 21% of self-made millionaires were A-students, and with 23% of jobs expected to change by 2027, adaptability is proving more crucial than ever.
Who Gets Promoted? The Bias in Recognition
Beyond intelligence, another similarity between schools and workplaces is how they determine success. In the same way that schools reward a specific type of student while ignoring others, many workplaces promote employees who fit a particular stereotype i.e. the ones who speak the loudest, look a certain way, or self-promote unapologetically.
A senior leader is more likely to notice and promote an employee who constantly reminds them of their achievements rather than the introvert who delivers consistently but doesn’t seek the spotlight.
The Impact of Cultural Differences
This issue is further compounded by cultural differences. In many cultures, respect for seniority is deeply ingrained, meaning individuals may hesitate to challenge authority openly. Rather than being described as "awesome" or "leadership material," they are sometimes overlooked because their style of engagement doesn’t align with the dominant workplace culture.
A person who constantly asserts themselves in meetings may be seen as confident and leadership-ready, while another who listens carefully and speaks only when necessary - out of respect rather than passivity - might be mistaken for lacking ambition. This creates an environment where the most visible rise, and the most capable are left behind.
The Solution: A New Definition of Success
Success today should be about adaptability, resilience, and leveraging individual strengths in a way that creates real impact. Whether in schools or the workplace, we must redefine success beyond rigid metrics and stereotypes, and embrace a broader understanding of intelligence and difference.
Organisations must also rethink what leadership looks like, ensuring that they recognise not just the loudest voices but also the quiet, consistent, and highly capable individuals who contribute immense value. Until then, both the education system and workplace culture will continue to overlook incredible potential.
The future belongs to courageous leaders - those who challenge the status quo and reshape the definition of success.
Original article by Joshua Anthony-David
