“Have you validated it?” my sister asked.

It was a reasonable question.

I had been telling her about the coaching programme I was developing. I explained its purpose, who it was for, and what I hoped it could help them change. I was excited, and I kept adding more details.

Then she asked whether I had tested it and what evidence made me believe it would work.

She did not accuse me of anything. She was not trying to discourage me. She had asked the question any thoughtful person should ask before launching a new programme.

Still, something inside me stopped.

The question was about my programme. But for a moment, I heard it as a question about my intelligence.

I felt the familiar urge to explain more, to prove that I had thought deeply, that the model had value and that I knew what I was doing.

The feeling was much older than the programme.

The sentence I carried out of school

When I was in tenth standard, one of my teachers compared me with my elder sister.

“You are not studying like your sister,” she told me. “She is brilliant. She grasps concepts quickly. You are not at that level.”

At that age, a teacher’s opinion did not feel like one person’s observation. It felt official.

Because, marks seemed to decide everything: which course we could choose, which college would accept us, and what kind of career might be possible. My mother also taught at the same school. She was not my class teacher, but having her there made things feel even more pressured.

My mother never told me that my marks would shame her. That was the story I created.

I imagined other teachers judging not only me but her through my performance. I imagined a high score would let her feel proud, while an ordinary score would embarrass her. I did not tell her what the teacher had said. I kept the comment to myself and turned it into a responsibility.

I stopped letting myself get distracted. Competitions and games felt risky because they took time away from studying. I studied in the evenings, late at night, and again early in the morning.

When the public-examination results arrived, I had performed extremely well. I ranked second in my class, fourth in the school and first in the district in one subject.

I felt proud. My parents were happy. The result seemed to prove that my hard work had succeeded.

But it may also have taught me a more dangerous lesson:

Pressure works. Shame creates focus. Fear of not being enough produces achievement.

That was the problem.

When the same pressure stopped helping

By twelfth standard, I was carrying more than just an exam syllabus. I also carried the teacher’s comparison, my sister’s academic identity, and the belief that my next result would show my true ability.

This time, the pressure didn’t sharpen my attention the same way. It totally divided it.

Part of me was studying. Another part kept checking whether I was smart enough, whether I would disappoint my parents, and whether the old judgment would come true.

My result was lower than I had hoped. Instead of seeing it as one academic outcome shaped by many factors, I treated it as a verdict:

The teacher was right. I am not as intelligent as my sister. I have embarrassed my mother.

The comparison followed me into college, which was the same one my sister attended, and later into situations involving my ideas, creativity, and work. Whenever someone seemed to be judging my abilities, I felt the old need to prove I belonged.

Psychology helps explain why this pattern can become so costly.

In lab research on solving math problems, performance pressure used up some of the working memory needed for hard tasks. This effect was especially strong in people who usually had more working memory and depended on it to do well.

Pressure did not reveal a lack of intelligence. It interfered with access to the resources the task required. (Beilock & Carr, 2005)

Another long-term study found that when college students based their self-worth mostly on academic success, it predicted later academic and financial problems, even more than their overall self-esteem did.

The issue was not merely feeling “good” or “bad” about oneself. It was making worth conditional on succeeding in one particular domain. (Crocker & Luhtanen, 2003)

Earliar, I didn’t simply want to perform well. I had asked performance to answer a much heavier question:

Am I enough?

No examination, and no coaching programme, can safely carry that responsibility.

The question beneath my sister’s question

When my sister asked whether I had validated my programme, two truths were present.

The first was practical: the programme was still a pilot. I had a conceptual model, a proposed process and a clear intention, but I had not yet gathered enough outcome evidence to claim that it was validated.

The second was emotional: her question activated the old fear that uncertainty meant inferiority.

If I confused those truths, I had only two options. I could defend the programme as though it were already proven, or I could collapse into the belief that I was not capable of creating it. I know that

Neither response would help the people the programme was designed to serve.

However, the more honest response was simpler:

Not yet. It is a pilot. Here is what I know, here is what I believe, and here is what I still need to test.

That answer did not diminish my intelligence. It asked me to use it.

It meant deciding what the programme should achieve, figuring out how to measure those results, collecting feedback from participants, watching for any problems or limits, and being ready to change the model if the evidence showed it was needed.

The question was not an insult. It was part of the work.

Naming the old voice

One practice has helped me separate present feedback from old identity wounds: writing down the pattern instead of arguing with it silently.

Research on affect labelling, which is simply putting feelings into words, found that it reduced activity in emotion-related brain areas when people looked at negative emotional images.

Naming a feeling does not solve the situation, but it may reduce immediate reactivity and create room for a more deliberate response. (Lieberman et al., 2007)

Now I ask myself three questions:

What old sentence has this situation activated? “You are not at her level.”

What is presently true? My sister asked a legitimate question for validation. My programme needs evidence; my intelligence is not being graded.

What would I choose if I did not need this moment to prove my worth? I would listen, test the idea carefully, and let the results improve it.

This is also a leadership practice.

When leaders tie their identity to an idea, questions can feel like disloyalty. They explain too much instead of listening, defend their assumptions instead of testing them, and ask their teams to protect their confidence instead of improving the work. But more grounded leader can say:

This idea is mine, but it is not me. You can question the work without reducing my worth.

I can admit what I do not know without surrendering my authority.

The old pressure hasn’t completely gone away. I still feel the urge to prove myself when someone questions my abilities.

The difference is that I can recognise the voice before it dictates my next decision. I no longer need to prove that I am as intelligent as my sister.

I am enough without being more than anyone.

And my sister’s question did not weaken my programme. It showed me what the programme still needed. The old version of me wanted to answer with more explanation.

The present version needs to answer with evidence.

Your turn: What sentence from your childhood still appears when your work is questioned?

Before you defend yourself, ask: Is this feedback about the work, or have I quietly turned it into a verdict about me?

P.S. Feedback can edit your work. It does not get editing rights over your worth.

Note: This story isn’t about blaming anyone, not my teacher, not my sister, and certainly not my mother. In fact, my sister’s question was completely fair, and honestly, it needed to be asked.

Instead, it’s about the story my younger self built around an old comparison, and how that quiet narrative kept whispering into moments where no one ever meant to cause pain.

Dr Sheelapriya Gopal |Feel the Feelings of Your True Essence.

The Pressure Worked Once. That Was the Problem. was originally published in Infinite Impulse on Medium, where people are continuing the conversation by highlighting and responding to this story.

My perception of education has changed a lot. Back then, when I was a kid I was the complete opposite of what I am now. However, I didn’t like to study. I always used to be on a mission to escape from studying, especially maths class. When I was in 2nd grade, my friend and I tried to hide from the maths teacher under the table because we didn’t complete our homework. Looking back, I can’t help but smile at how innocent we were. However, this trick didn’t work the way we wanted.

Let’s talk about education today

The main focus is on how education in India has drastically changed over the years. Not in terms of anything positive. Whenever I talk to someone about education or school/colleges. I would definitely get more serious and more into the conversation.

The world is changing rapidly. The changes we used to get in a decade back then, now we see them in a few months. And that is the most concerning part. The world is changing while people are still undereducated. They still don’t have enough knowledge about how the world works when they complete their school education.

The education system needs reforms from the base itself. We still focus more on the marks than on what we learn.

Let me give you an example.

A kid told me, “I don’t like marks under 17”

And when I asked him, “Why do you think so”

He responded, “My teacher told me she doesn’t like marks above 17”

I asked him again to confirm, “Did your teacher really say that?”

He replied, “Yes”

The concern is that he’ll grow up measuring knowledge through marks and percentages rather than through actual understanding.

Think how doomed the education system is now that the only change parents feel each year is an increase in fees.

Despite these increasing fees, many students still receive an education that hasn’t evolved enough to meet the demands of today’s world.

The lower middle-class people still think that if they get enough knowledge, it will help them get out of poverty. The poverty they have faced all their life, they hope this education will help their child to get out of it. But now it feels quite the opposite these days. Most of the students took out loans to complete their education. But in the end, what do we get? Mountains of debt with no skills that are highly in demand in the market.

For me, education is nothing but a way to earn money.

They wanted to earn money by selling books, by selling school dresses, or by any other activity, but not by providing the right education that the kids totally deserve.

I remember a case from Uttar Pradesh. A principal was angry and literally shouted at the parents of a child only because they bought books outside the school. She even threatened to remove the child’s name from the school. And the whole incident happened in front of other parents and their kids.

After watching the video three or four times, I still couldn’t understand what the parents had done wrong. Why were they being treated that way simply for buying their child’s books from somewhere else?

Another case that is somehow related to me. (Not exactly, though)

There was a scholarship scam involving some ITI colleges in a particular area. As a result, the government scholarship that was supposed to be provided to students was stopped, affecting students across the entire city. The professor at the college told the students that the case is ongoing. I tried to find any update on this online, but I couldn’t.

Now think of a girl who lives in the countryside and wants to study. So she convinced her parents that she would complete her education without being a burden to them. She moved to a different city to complete her education. And then this happened: what do you think would happen after that? Her parents told her to come back home and drop out of college. Her parents wanted her to get married and be dependent on someone else, yet she chose the other option. But someone’s greed took away her chance at independence.

Maybe some people know what they are capable of but couldn’t even prove themselves because of how doomed the education system is.

Hey, I’m Amisha ❤

I hope this piece connects my voice to yours.

And if you enjoy reading this, don’t forget to leave a comment and subscribe to receive my newest posts.

See you in the next one : )

When Education Stops Educating was originally published in Infinite Impulse on Medium, where people are continuing the conversation by highlighting and responding to this story.