By Josias Takpiti

Publié le 15 juin 2026

You improve from 60 to 70, and everyone congratulates you. You maintain a 90 throughout the semester, and no one seems to notice.  

This common reality in academic settings reveals a deeper contradiction in how perseverance is understood and rewarded.  

Although perseverance is defined as the ability to sustain effort and consistency over time despite challenges, current recognition systems, such as academic awards and events like the Gala du mérite collégial, tend to prioritize visible improvement over sustained performance. As a result, an essential dimension of perseverance remains largely ignored. 

In many schools and colleges, recognition is primarily centered on progress. Initiatives such as perseverance campaigns and academic awards often highlight students who demonstrate noticeable improvement. While this approach is valuable and encouraging, it also creates an unintended imbalance. Students who consistently perform at a high level gradually become invisible, as their success is perceived as normal or expected rather than earned. 

However, maintaining a high level of performance requires continuous and disciplined effort. Unlike short-term improvement, consistency demands resilience, time management, and sustained motivation. It involves not only achieving strong results but also handling pressure and avoiding burnout over extended periods. Despite this, such effort is rarely acknowledged. It becomes easier to celebrate visible progress than to recognize the demanding nature of long-term excellence. 

This issue raises broader questions about how merit is defined in academic environments. Research in educational psychology shows that perseverance, often described as sustained effort and consistency toward long-term goals, is strongly linked to academic success (Frontiers in Psychology, 2021). However, recognition systems do not always reflect this reality.  

To better understand this gap, I conducted informal interviews with several college students. One participant explained that “when you’re always doing well, people just expect it from you, so your effort doesn’t really get recognized” (Student interview, April 2026). Another added that “it feels like improving is more visible than maintaining a high level, even if staying consistent is just as hard” (Student interview, April 2026). These perspectives highlight a shared perception among students: consistency is often overlooked, despite being a core component of perseverance. 

The goal is not to reduce the importance of encouraging improvement, but rather to broaden our understanding of perseverance. Consistency, although fundamental, remains undervalued in academic recognition. A more balanced approach would acknowledge both progress and sustained performance.  

Without such reflection, some students will continue to excel quietly, without their efforts being truly recognized. 

BIBLIOGRAPHY

https://www.innerdrive.co.uk/blog/high-achieving-student-pressures/ — The pressure of being a high-achieving student: What the research says — InnerDrive — High-achieving students often experience high levels of stress due to academic pressure, perfectionism and expectations. “High-achieving students reported significantly higher levels of stress than their peers.”

https://www.crevale.org/labc-de-la-perseverance-scolaire/ — L’ABC de la persévérance scolaire — CREVALE — School perseverance is influenced by many factors, and preventing dropout requires collective effort beyond just the school. “Le décrochage scolaire n’est pas le résultat d’un coup de tête et ne concerne pas seulement l’école.”

https://www.ledevoir.com/opinion/idees/956400/perseverance-scolaire-responsabilite-partagee — La persévérance scolaire, une responsabilité partagée — Le Devoir — Student success depends on social conditions and support systems, showing that perseverance is a collective responsibility. “Le décrochage scolaire n’est pas un choix individuel. Il est le symptôme de failles plus profondes.”