Why Confidence Comes from Being Allowed to Try

Confidence is often mistaken for a personality trait—something one either has or lacks. In reality, confidence is usually built through experience, shaped by environments that allow individuals to experiment, make mistakes and grow without fear of immediate failure. For students, especially during their formative years, the freedom to try can be a powerful foundation for long-term self-belief.

Education systems that prioritise rigid outcomes over exploration often limit this process. When success is narrowly defined by marks or predetermined career paths, students may hesitate to step outside what feels safe. Over time, this hesitation can translate into self-doubt. Conversely, spaces that encourage trial and learning—without constant comparison—tend to produce students who trust their abilities, even in unfamiliar situations.

Teachers and mentors play a crucial role in creating such spaces. Simple affirmations, honest feedback and encouragement to explore different subjects or activities can have a lasting impact. When students feel seen and supported, they are more willing to take academic risks, participate actively and explore interests beyond conventional expectations.

This dynamic is evident in the experiences of many young learners who reflect on their school years as defining moments of personal growth. Apeejay School, Faridabad alumna Samriddhi Sharma (Batch 2020) recalls how teacher support shaped her confidence during crucial academic decisions. She notes that when educators expressed belief in her abilities, it reinforced the idea that she was capable of taking on challenges—even if outcomes were uncertain. That assurance, she reflects, stayed with her well beyond the classroom.

The impact of being “allowed to try” extends into higher education and early careers as well. Students who grow up in supportive environments are often more adaptable, open to feedback and resilient in the face of setbacks. Rather than fearing failure, they view it as part of the learning process—a mindset increasingly valued in dynamic professional settings.

Importantly, this does not mean removing structure or expectations altogether. Guidance remains essential. However, when guidance is paired with trust and autonomy, students are more likely to discover their strengths organically. Confidence, in this sense, is not built overnight; it accumulates through small experiences of being trusted, encouraged and given room to explore.