The moment we consider the public education system to be a failure, we are automatically labeling students as failures as well. As I mentioned earlier, we have a lot of room for improvement in public education in Brazil. We are well aware of all the weaknesses and challenges that we, as public school professionals, face on a daily basis.

However, we also know that even in the face of this challenging scenario, there are students who have been able to make the most of public school and are now success stories—whether because they were accepted into highly competitive universities, passed civil service exams, or have become successful professionals. But what, after all, accounts for this success? What factors influenced these public school students to succeed? 

First and foremost, I attribute this, without a doubt, to the fact that this successful student had the opportunity to attend good public schools and had inspiring teachers who also believe in their students’ potential. 

Another factor that I consider extremely important for a student’s success in public school is having high expectations. But what do these “high expectations” mean? Students must be part of an environment that fosters a culture of high expectations—both on the part of teachers and families. And the premise of a culture of high expectations is that everyone is capable of learning. 

It is urgent and necessary to dispel the myth that public school students—especially those from the most vulnerable social classes—lack the ability to learn. International research has already proven that fostering a culture of high expectations in schools is a powerful strategy for improving learning outcomes and goes hand in hand with the relentless pursuit of equity. Believing that all students are capable of learning and achieving expected learning outcomes means directing efforts to ensure that everyone is supported and included—regardless of race, gender, social background, or sexual orientation. Therefore, fostering a culture of high expectations in schools is a key factor in student success. 

Another extremely important factor in a student’s success is the family’s involvement in their children’s education. In addition to the family’s support and encouragement in the day-to-day school routine, parents’ attitudes and expectations influence their children’s choices. 

If parents don’t believe their children can achieve more, it’s very likely that the children will internalize that mindset. It’s very common to hear families say, “Oh, it’s always been this way; my family has always been like this.” When parents act this way, students are no longer immersed in a culture of high expectations. As a result, parents’ attitudes are also a key factor in a student’s success.

Another very important and decisive factor in the academic success of students graduating from public schools is their study routine. College students must realize that their study routine extends beyond school. This routine at home is essential, and it requires planning and a strong focus on studying. 

Finally, based on my more than 22 years of experience in public schools, I would like to state here that it is indeed possible to help our students become the best they can be and ensure they have the same opportunities as students in private schools. We know it is challenging, but it is not impossible—especially since we frequently see news stories about public school students passing entrance exams for public universities.

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*This text does not necessarily reflect the opinion of Bett Brasil.

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