Rethinking Participation Trophies: Preparing Students for the Real World
The widespread use of participation trophies in schools, sports, and other youth activities has become a growing point of debate. While the intent—promoting inclusivity and boosting self-esteem—is commendable, the long-term consequences raise concerns, particularly when it comes to preparing students for the demands of adulthood and public service careers in municipal government.
When rewards are given regardless of effort or outcome, we risk instilling a mindset that minimizes the value of hard work and achievement. This can create unrealistic expectations that carry into the workforce—where showing up is no longer enough. In municipal government roles that demand accountability, critical thinking, and resilience, a workforce that lacks motivation and drive can compromise productivity and the quality of services the public depends on.
Additionally, shielding children from failure prevents them from developing essential life skills. Learning how to cope with disappointment and recover from setbacks builds the emotional stamina needed to face real-world challenges. Without these experiences, young people may struggle to adapt in fast-paced or high-pressure environments, including public sector jobs where adaptability is key.
There’s also the risk of fostering a sense of entitlement. If everyone is rewarded equally regardless of performance, young people may grow up expecting recognition without earning it. In a collaborative environment like municipal government, this mindset can disrupt team cohesion, reduce morale, and lead to friction among employees.
To counter this, we must promote a culture of earned recognition. In both education and the workplace, performance-based rewards encourage excellence, personal growth, and healthy competition. For municipal organizations, this means implementing systems that recognize merit and hold individuals accountable while also offering constructive support.
Equally important is changing how we view failure. Rather than shielding children from it, we should teach them how to learn from it. Creating environments—both in schools and in workplaces—that treat setbacks as stepping stones to growth will nurture the resilience needed for success.
Now, we must each ask ourselves: What are we doing—at home, in our schools, and in our workplaces—to prepare the next generation for the realities of life? Are we challenging them enough? Are we allowing them to fail and learn? Are we setting a standard that rewards effort, growth, and true achievement?
The future of our society depends not just on good intentions, but on the lessons we teach and the values we reinforce. If we want a generation of leaders, innovators, and public servants who are motivated, capable, and resilient, then we must start making intentional changes today. Because how we reward, guide, and challenge our young people now will determine the kind of society we live in tomorrow.
Photo by Veronica Reverse on Unsplash
Assisted by AI
Bronson, Po, and Ashley Merryman. "Losing Is Good for You." New York Times, September 24, 2013.
Gross-Loh, Christine. "How Praise Became a Consolation Prize." The Atlantic, December 16, 2016.
Twenge, Jean M., and W. Keith Campbell. The Narcissism Epidemic: Living in the Age of Entitlement. New York: Free Press, 2009.
Tough, Paul. How Children Succeed: Grit, Curiosity, and the Hidden Power of Character. New York: Houghton Mifflin Harcourt, 2012.
Grant, Adam. "Why We Should Stop Giving Participation Trophies." Psychology Today, September 1, 2018.