The question of whether why many young people develop a negative attitude towards learning is widely debated in modern society. While academic challenge is important and young people should not expect school to be effortless, I am convinced that dislike of learning often reflects a narrow culture of assessment rather than laziness.
The most compelling reason is that relevance turns knowledge from a duty into a tool for agency. This matters because when students use statistics to analyse local problems or writing to argue real positions, study becomes purposeful. Moreover, teachers who notice progress can repair the confidence damaged by repeated failure. These effects can continue to influence individuals and communities beyond the immediate situation.
Admittedly, high-stakes exams may teach students to associate learning with anxiety and comparison. Yet this weakness can be reduced if assessment includes projects, feedback, and opportunities to improve. Furthermore, a balanced approach would allow rigour to remain while curiosity is protected.
On balance, young people will value learning when school rewards understanding, not only performance. Provided that those rules are consistently enforced, this approach offers a stronger and more sustainable answer to the issue.