Education
The power of competition: the impact of social motivation on learning

Introduction
WE know that competition is a powerful driving force in physical activities. Competition is what motivates athletes to do better and achieve higher results. Thanks to scientific research, we know that kids aim to do a better job at tests and quizzes when they know there’s a prize waiting for impressive results. However, how does competition influence students’ ability to learn? Is there a correlation between competition and the human learning process?
We did some research and came up with some intriguing findings. In this article, we are going to discuss the influence of social motivation on students’ ability to learn.
Competition drives effort
In recent scientific research, a group of undergraduate students took part in a series of tests to show the impact of competition on long-term memory. The participants went through the testing process in different conditions. This was necessary to assure the validity of the results. The final results showed that there was no significant direct influence of competition on long-term memory. Yet, competitive conditions had a significant influence on students’ efforts to complete tasks.
This means that students placed more effort to achieve higher academic performance. Furthermore, the research results showed no significant difference between male and female students. This means that the influence of competition on our desire to learn more and achieve a higher academic result is not related to gender.
Coping with competition in college
While competition has a positive effect on our desire to win, a series of poor results could lead to a loss of self-confidence. Some students react poorly when their results can’t match those of other students, which can lead to a drop in academic performance. To avoid reduced scores or even failing a class, students often seek help with essay writing tasks online. This helps them focus on more pressing tasks and the high-quality essays they receive, increase their level of confidence.
It’s important to consider competition as a driving force instead of a measure of your worth. If someone scores higher than us at a certain point, that doesn’t mean our effort was worthless.
Some students experience anxiety issues when faced with competition. This can lead to poor results in a competitive environment. It’s known that anxiety harms working memory and recall. If students see their competitors as a threat, they would most probably experience anxiety which would hinder memory.
Is there a cultural influence of a competitive environment?
In many countries, there is a long tradition of keeping a competitive atmosphere in classrooms. In countries like Japan, a competitive learning environment is customary. Students experience a competitive classroom atmosphere from an early age. In the USA, students are not used to competing with others in the classroom, so it’s reasonable to expect a negative reaction from some students.
Therefore, it’s safe to assume that the impact of competition on education also depends on the cultural background. Students used to a competitive learning environment will use competition as a driving force. On the other side, in countries where competition in the classroom is not cultivated from the start, students could experience anxiety. Also, they could show low performance when placed under the pressure of competition.
While quizzes and tests are part of every educational system in the world, these academic activities are not a social motivator to their full extent. Test and quiz results show how we stand against ourselves, it’s up to students individually to choose whether they will compare their scores with how other students in the class performed.
Moreover, in most countries nowadays, tests are often individualised, so students don’t even get the same tests. Therefore, students can’t even compare their test results with the scores of their peers since they answer different questions.
Conclusion
While athletes consider the competitive environment as their natural habitat and the driving force behind their activities, with learning things are not that uniform. There are many ways in which students’ view of the competitive environment differs. Some people thrive in harsh competition, while others block. We saw that there is also a cultural influence, or better said the difference in educative systems that plays a role.
It’s up to teachers to create a competitive classroom environment that would help students feel good and achieve higher results. Still, humans are different and there will always be among us those that react well when faced against a competitor and those that freeze when they are being compared with their peers.
Education
Excluding pupils for knives ‘too simple’, says Estyn chief

A SCHOOL should understand why a pupil brings a knife in rather than relying on blanket exclusions, the chief inspector of Welsh education watchdog Estyn has said.
Owen Evans said the “easy answer” was to exclude pupils, but insisted the issue needed a more nuanced approach.
He argued there were multiple reasons why a child might bring a weapon to school and that a one-size-fits-all policy would not work.
However, Neil Butler, national officer for Wales at the NASUWT union, called the suggestion “most unhelpful” and said immediate exclusions should be the priority to protect pupils and staff.
School attack in Ammanford
Mr Evans’ comments follow the conviction of a 14-year-old girl for the attempted murder of three people during a stabbing at a school in Ammanford, Carmarthenshire.

“You may have a child that has every potential for redemption but they have fallen into bad practice, and we cannot exclude those people from society,” he told the BBC’s Walescast.
“A lot of children who bring knives to school feel threatened themselves or believe others are carrying weapons.
“We need to tackle the root causes behind these decisions,” he added.
While knife crime in Welsh schools is rare, Mr Evans said lessons needed to be learned.
Bridgend council has announced an inquiry after police were called to Bryntirion Comprehensive last week when a knife was reportedly found in a pupil’s bag.
Union backs tough action
Speaking to BBC Radio Wales, Mr Butler acknowledged the importance of understanding why children bring weapons to school but said the approach could not be “nuanced”.
He described Mr Evans’ concerns about exclusion pushing pupils out of society as “nonsense” and insisted that removing offenders from schools was necessary for safety.
“If a child who has carried a knife into school remains there while psychologists assess them, they continue to pose a danger to others,” he said.
“Exclusion doesn’t mean the end of education—it means education in a more suitable setting outside of mainstream schools.”
He added: “We must be clear: carrying a knife has consequences. That means immediate exclusion.
“It’s as simple as that—we have to nip this in the bud before it escalates further.”
Rising behavioural issues
Estyn is preparing to release its annual report on the state of education and training in Wales, with concerns over increasing behavioural problems.
Mr Evans said: “Since the pandemic, we are seeing young children coming into school unable to communicate or even potty trained.”
He called for more support for pupils and teachers but acknowledged a lack of resources.
“Strong leadership, clear and consistently applied behaviour policies, and good family support can make a real difference,” he said.
Wales’ Education Secretary, Lynne Neagle, has announced a behavioural summit next year to tackle the “complex” issues facing schools.
Education
Exciting apprenticeship opportunities at Port of Milford Haven

FOR those looking to kickstart a career in Pembrokeshire, apprenticeships at the Port of Milford Haven offer an exciting and practical route into the workforce.
As the UK’s leading energy port and a key economic hub, the Port plays a vital role in connecting southwest Wales to global trade routes. Through its apprenticeship programmes, it is providing valuable opportunities for young people and career changers to gain hands-on experience while earning industry-recognised qualifications.
Building careers through apprenticeships
Apprenticeships at the Port span a range of departments, allowing individuals to gain skills in areas such as IT, engineering, and port operations. These roles provide a practical learning experience, equipping apprentices with the expertise needed to thrive in their chosen careers.
One such success story is Craig Davies, who joined the Port’s IT department as an apprentice in 2021 after completing a Level 3 IT Practitioner course at Pembrokeshire College.
“Starting the apprenticeship was a big step, but an exciting one,” Craig recalled. “It gave me real-world responsibility while still allowing me to learn on the job. The experience of earning and learning at the same time was invaluable.”
Hands-on experience and career progression
During his two-year apprenticeship, Craig gained extensive experience working in the Port’s Digital Solutions and Delivery department. He attended training courses, networked with professionals, and even had the opportunity to travel for work-related learning.
“Being in a real working environment helped me build connections and develop my skills far beyond what I could learn in a classroom,” he said. “One of the best parts was the variety—one day I’d be in the office, and the next I’d be working at the Pembroke Dock Ferry Terminal or out on a jetty.”
Beyond professional development, Craig also valued the social aspects of his apprenticeship. “The Port really invests in team building, which made the experience even better. We even did an escape room once—it was a great way to get to know people.”
A bright future in Pembrokeshire
After completing his apprenticeship in 2023, Craig was offered a full-time position as a Junior Systems Administrator at the Port.
“If you’re someone who learns best by doing, rather than sitting in a classroom, an apprenticeship is definitely the way to go,” he said. “It prepares you for real work in a way that studying alone never could.”
As for his future, Craig is happy to be building his career in Pembrokeshire. “I never wanted to move away for university, so finding a great career opportunity here was perfect. Pembrokeshire is a fantastic place to live and work—I wouldn’t want to be anywhere else.”
For those interested in exploring apprenticeship opportunities at the Port of Milford Haven, more information can be obtained by contacting [email protected].
Education
Growing demand for mental health support among Pembrokeshire pupils

NEW figures have revealed the number of Pembrokeshire schoolchildren referred to mental health services over the past three years.
Pembrokeshire County Council data has confirmed that 43 primary school pupils received support from school-based counsellors between 2021 and 2024. The number of referrals varied each year, with 17 recorded in 2021/22, rising to 18 in 2022/23 before dropping to 8 in 2023/24.
Meanwhile, demand for mental health support among secondary school students was significantly higher, with 2,167 pupils receiving counselling over the same period. The number of secondary school referrals peaked at 740 in 2022/23 before decreasing slightly to 704 in the most recent academic year.
School counsellors also made more than 100 referrals to external services such as CAMHS, the Disordered Eating Service, MIND, Sandy Bear, and the ASD Service.
A spokesperson for Pembrokeshire County Council acknowledged the growing concern over children’s mental health, citing factors such as family financial pressures, social media use, and the long-term impact of the Covid-19 pandemic on education and social development.
“Children’s emotional and mental well-being is a national and international issue, and Pembrokeshire is no exception,” the spokesperson said. “School counselling is a statutory function funded by the Welsh Government, and we also work with the Health Board to provide additional emotional health support.”
The council has allocated nearly £200,000 to school-based mental health services over the past three years, with spending rising from £43,670 in 2021/22 to £81,209 in 2022/23, before reducing to £74,802 in 2023/24.
Pembrokeshire’s ten secondary schools, including specialist provision centres, each have a dedicated counsellor, while primary school pupils in Years 5 and 6 can access support from three travelling counsellors who work across different schools.
As part of its efforts to address mental health challenges, the council has also introduced a mobile phone ban in all secondary schools, aiming to reduce social media pressures on students.
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