In a new book, authors Roger Stark and Betsy Hill challenge the common advice given to struggling students to simply try harder. Their work, 'Your Child Learns Differently, Now What? The Truth for Parents,' argues that effort alone is often not enough when a child lacks the underlying cognitive skills needed to learn effectively. The book, published by Seabiscuit Press, is aimed at parents of children who experience frustration, anxiety, or declining confidence in school.
Stark, CEO of BrainWare Learning Company, and Hill, its President and COO, explain that learning depends on cognitive skills such as attention, memory, processing speed, executive functions, and auditory and visual processing. These skills enable individuals to understand, remember, and apply information. If these skills are weak or uneven, a student may put in effort and still fall short. In such cases, telling the child to try harder can increase frustration without addressing the real barrier.
The authors point to a common scenario: a child works hard, spends extra time, and receives help, yet still struggles to keep up. Another child may understand ideas in conversation but freeze when asked to read, write, remember facts, or organize steps on paper. In both cases, the issue may not be willingness but a lack of the cognitive foundation required for academic tasks.
The book offers a five-step framework to help parents move from pressure and frustration toward understanding, skill-building, and guided support. It does not reject effort but argues that effort must be supported by the right learning tools and guidance. A key message is that confidence is closely tied to learning. When children are repeatedly told to work harder without seeing results, they may begin to believe they are not smart or capable. The authors encourage parents to view confidence as part of the learning process, noting that children are more likely to persist when they experience progress and understand that their struggles have an explanation.
The book also raises questions about temporary workarounds. While accommodations and support can be important, the authors argue that parents should ask whether those supports are helping a child build stronger learning capacity over time. This distinction matters for families who want more than short-term relief and hope to see their child become a more confident, independent learner.
The implications of this book are significant for parents, educators, and the broader education system. It suggests that the common refrain to try harder may be counterproductive for many students, and that identifying and addressing cognitive skill gaps could be more effective. This approach aligns with a growing understanding in neuroscience that learning is a cognitive process that can be strengthened through targeted training. For business and technology leaders, this message underscores the importance of foundational skills in workforce development, as cognitive abilities are critical for problem-solving, innovation, and adaptability.
The book is available in paperback, hardcover, and ebook formats. It provides a practical guide for families ready to move beyond simple instructions and understand how their children learn, where the barriers are, and what kind of support can help them build the skills to succeed.
