How an A- Redefines Academic Excellence and Well-Being

I was working with a student this week and they were lamenting their grades, disclosing that they didn't do well on the semester's report card. I know this student to be conscientious and above average with their academic success to date so I inquired where they felt they fell short. " I got 3 A's and an A- and that A- brought down my GPA".

This response wasn't a new one to me. I have many high achieving students I've seen through the years that struggle with an A- on their transcripts. Still, this experience always fills me with a deep sadness for our expectations of this generation. In a world where academic excellence is often celebrated above all else, even the slightest drop in grades (like going from an A to an A-) can feel like a devastating blow to some students. While it might seem minor to adults, this small shift can carry significant mental health implications for children and teenagers, particularly those who tie their self-worth to academic performance.

Gone are the days when a C was considered "grasping the information being taught" and anything above that was considered excelling. Todays students grow up in environments where high achievement is the expectation. Whether it’s parental pressure, school culture, or the competitive nature of college admissions, kids often internalize the idea that anything less than perfection is failure. As a result, receiving an A- instead of an A can lead to feelings of anxiety, disappointment, or even self-doubt.

For some children, an A- isn’t just a grade—it’s a perceived failure. They might experience increased stress and anxiety, worrying about disappointing parents or teachers. They might struggle with perfectionism, a feeling like their efforts were inadequate despite strong performance. These perceived failures often result in low self-esteem, questioning their intelligence or abilities over a small setback, and an overall fear of future failure where they worry that one small grade drop will negatively impact long-term goals.

The traditional grading system often places unnecessary pressure on students, rewarding minute differences in performance rather than overall excellence. If a student has achieved a high level of mastery in a subject, why should an A- exist at all? If a student has demonstrated a deep understanding of the material, they deserve an "A." The difference between an A (95%) and an A- (90%) does not always reflect a meaningful gap in knowledge or effort, yet it can disproportionately affect a student’s confidence and opportunities.

Many students develop unhealthy perfectionistic tendencies when they constantly chase the highest possible grade. Simplifying the grading scale could alleviate unnecessary stress and allow students to focus on learning rather than numerical precision. It could also encouraging a growth mindset. A rigid grading scale can discourage risk-taking and creativity. If students fear that a small mistake will drop them from an A to an A-, they may avoid challenging themselves. A more flexible grading system encourages learning for the sake of growth rather than just maintaining a perfect score.

By shifting the focus from perfection to progress and rethinking the way we assess student performance, we can create a healthier academic environment. A grading system that acknowledges excellence without unnecessary distinctions can help students build resilience, confidence, and a lifelong love for learning—without the toll on their mental health.