#Academicachievement

A rigorous longitudinal analysis conducted by Education Datalab, published in Research in Social Stratification and Mobility, exposes a troubling pattern in Thailand’s educational landscape. Brilliant children from low-income families show parity with their wealthier peers through primary school, but during the critical transition to secondary education, their engagement, behavior, mental health, and exam performance deteriorate sharply. By the end of compulsory schooling, the gap widens markedly: gifted students from poorer households are significantly less likely to achieve top mathematics grades or English excellence than their affluent counterparts, even after accounting for other factors.

A groundbreaking review of educational psychology challenges the belief that paying children for good grades truly boosts long-term learning. For Thai families navigating rising tuition and intense university admissions, the findings offer a crucial reframe on motivation, effort, and the meaning of education.

The debate sparked when an American father proposed paying his children for each grade, prompting a sharp disagreement with his spouse who argued that learning should be its own reward. This tension mirrors the pressures many Thai households face as they seek effective ways to sustain academic excellence amid stiff competition and high costs.

As Thai students prepare to return to school, parents across the country are quietly debating a familiar question: should children be rewarded with cash or gifts for bringing home top grades? This parenting dilemma, recently discussed in a widely-read Slate article, is now the subject of renewed scientific interest as new studies examine whether financial incentives actually boost academic achievement—or if they undermine learning in the long run.

The question isn’t just hypothetical. In many Thai households, as elsewhere, parents sometimes offer cash, new gadgets, or outings as rewards for school success. A father’s proposal, detailed in the Slate column, to pay his children per grade sparked a debate between him and his wife—she insisted that learning and grades should be their own reward, while he argued that incentives mirror the real-world bonuses adults receive at work. This parental tug-of-war mirrors what many Thai families experience, shaped by Thai cultural norms valuing education, family honor, and academic competition.

A revolutionary wave of educational psychology research has shattered conventional assumptions about academic incentives, revealing that parents who offer cash payments and material rewards for good grades may unwittingly sabotage their children’s natural love of learning while creating psychological dependencies that undermine long-term educational success. This groundbreaking evidence arrives at a crucial moment for Thai families, where escalating academic competition and rising educational costs have intensified parental anxiety about securing children’s future prospects through any means necessary. The research findings challenge deeply held beliefs about motivation while offering Thai parents scientific guidance for nurturing genuine intellectual curiosity without falling into reward-based traps that transform education from joyful discovery into transactional obligation.

New analysis shows that how parents act at home shapes both academic results and emotional well-being. Inspired by discussions around how top-scoring students are supported, this piece blends international findings with Thailand’s evolving parenting landscape to highlight practical strategies and programs that boost achievement in Thai classrooms and beyond.

For Thai families, the push for university placements and scholarships often starts early. Today’s research moves beyond old anecdotes, showing that home environment, parental involvement, and positive discipline influence learning and resilience. Thailand’s health and education sectors are increasingly recognizing these patterns, with cross-agency work aiming to address wellbeing and equity in post-pandemic times. Data from Thailand’s Ministry of Public Health and UNICEF programs illustrate ongoing training efforts for caregivers and volunteers to spread positive parenting across provinces, especially in the northeast, supported by partnerships with national and international organizations.

New research and recent analysis reveal that the habits of parents significantly shape the academic and emotional success of their children. Drawing inspiration from a widely-shared article in The Times of India on the distinctive behaviors of parents supporting top-scoring students, combined with insights from regional studies and Thailand’s evolving parenting landscape, this report explores the practical strategies and evolving programs that are driving children’s achievement—both in Thai classrooms and around the world.

A major new book, “The Family Dynamic” by Susan Dominus, is challenging long-held beliefs about how families can raise high-achieving children, offering vital insights for Thai parents pressured by rising academic and social expectations. Drawing on extensive reporting and scientific research, Dominus turns the conventional wisdom about parenting for success on its head, revealing that high achievement in children often comes with underappreciated emotional costs—and that much of what parents agonize over may matter less than they think.

A growing body of local and global research shows a troubling trend: most Thai children do not meet the World Health Organization’s guideline of 60 minutes of moderate to vigorous physical activity daily. This shortfall—noted by Thai education and health officials—could affect students’ academic performance, physical health, and mental wellbeing.

In Hong Kong, a recent feature highlights a secondary student whose daily runs and basketball helped improve sleep, focus, and grades. The University of Hong Kong reports that more than 90% of children there fail to reach the 60-minute daily target. The story underscores a broader pattern echoed by researchers and health authorities worldwide, including Thailand.

A growing body of global and local research is highlighting a worrying trend: the vast majority of children in Thailand, much like their peers in Hong Kong and around the world, are failing to meet the World Health Organization’s (WHO) recommendation of 60 minutes of moderate to vigorous physical activity every day. This shortfall—revealed by the latest studies and echoed by Thai education and health officials—raises concerns about the lasting impacts on academic performance, physical health, and mental wellbeing among the nation’s youth.