Competition Isn't the Same as Excellence
A reflection on why collaboration—not comparison—helps children thrive.
There is a long-held belief in education that competition drives improvement. We rank schools, compare test scores, celebrate class valedictorians, and encourage children to strive to be "the best." The assumption is simple: if schools and students compete, everyone will improve.
But what if that assumption is wrong?
A thought-provoking article from the W. Edwards Deming Institute challenges the idea that competition is the best way to improve education. Drawing on decades of educational leadership and Dr. W. Edwards Deming's work on systems thinking, the author argues that excessive competition often undermines the very outcomes we hope to achieve.
Instead of encouraging innovation and collaboration, competition can create environments where schools guard ideas, educators focus on rankings, and success is measured by numbers rather than meaningful learning. The article suggests that when schools are rewarded primarily for outperforming one another, the system as a whole becomes weaker because everyone is working to win instead of working together.
We believe the same principle applies inside the classroom.
Too often, children learn to ask:
- What grade did I get?
- Who finished first?
- Am I ahead or behind?
- Will this be on the test?
These questions are driven by comparison rather than curiosity.
At The Children's Collective, we want children asking different questions:
- What did I discover today?
- How can I improve?
- Who can I help?
- What problem can I solve?
This doesn't mean competition has no place in childhood. Sports, games, robotics competitions, debates, and creative challenges can all teach perseverance, resilience, and teamwork. But we don't believe competition should be the foundation of learning.
Instead, we intentionally design classrooms that encourage collaboration over comparison. Our mixed-age learning communities allow older students to mentor younger learners. Personalized learning plans help children focus on their own growth rather than someone else's pace. Real-world projects encourage students to contribute to their community instead of simply collecting grades.
Our goal isn't to raise children who are constantly trying to outperform others.
Our goal is to raise children who love learning, take ownership of their growth, and understand that another person's success doesn't diminish their own.
As the article reminds us, systems improve when the people within them work together rather than against one another. We believe the same is true for children. When we replace comparison with curiosity and competition with contribution, we create classrooms where everyone has the opportunity to thrive.
Education at a Crossroads: The Perils of Competition in K–12 Education by Dr. Doug Stilwell, The W. Edwards Deming Institute.