A recent survey reveals a split in opinions about how to approach grading for primary school students among Russians. About one third, precisely 34 percent, believe there is no need to assign grades in the early years, as reported by kp.ru, with approximately 8.1 thousand participants contributing to the response. The underlying idea is simple: schooling should spark curiosity and a love of learning, while mistakes should be treated as opportunities for growth rather than failures to be judged.
Proponents argue that every child is unique, with distinct ways of thinking and learning speeds. The old practice of applying a uniform standard across all students can, they warn, foster feelings of inadequacy in some children. In their view, grades should not be the default expectation in the initial stages of schooling. Instead, emphasis should be placed on recognizing and rewarding active engagement and effort, irrespective of whether every answer is correct. One participant suggested that the priority must be helping children learn to think in constructive directions before introducing formal grades.
On the other side of the debate, more than half of respondents, about 62 percent, believe that primary school students should receive regular grades from the very first lessons. They contend that such accountability helps students acclimate to high standards, stay attentive, and cultivate diligence in class tasks. In this line of thinking, clear benchmarks and feedback are seen as essential motivators that drive achievement and self-discipline.
“Recognition acts as fuel for effort,” one participant commented. The notion is that praise tied to performance can motivate students to strive for better results. Yet as the discussion unfolds, a small portion of respondents, around four percent, struggled to offer a definitive stance on the issue, signaling a degree of uncertainty about the best pathway forward.
Ekaterina Bulgakova, who previously served as an Associate Professor in the Department of Vocational Psychology and Psychological Counseling at a state educational university, weighed in on the matter. Bulgakova cautioned that if students are routinely punished for poor grades and praised only for high marks, the intrinsic joy of learning could wane. Instead, she advocates for a balanced approach that emphasizes sustained support and motivation, rather than punitive measures or lavish rewards. Her perspective underscores the importance of creating a learning climate where effort, improvement, and curiosity are cultivated over time.
Additional commentary has been circulated in public discussions, including occasional questions about whether monetary rewards for grades should be pursued. This broader debate touches on how incentives—whether financial or symbolic—shape student engagement, risk-taking, and long-term attitudes toward schooling.