After my previous blog post on emotions and cognitive load, a reader raised an interesting point. He noted that negative emotions such as anxiety, shame, or stress can consume cognitive resources and make learning harder. That observation is well supported by research. When part of your working memory is occupied by worries or fear, fewer cognitive resources remain available for the task itself.

From that perspective, it makes perfect sense that schools try to reduce unnecessary stress. This is especially relevant for students who already experience stress outside school. We also know that chronic or toxic stress can affect learning and development. At the same time, not all stress is harmful. Some forms of challenge or pressure can actually be beneficial.

There is little to disagree with in that line of reasoning. A substantial body of research shows that so-called “painful emotions” can occupy working memory and interfere with learning. When cognitive capacity is partly taken up by emotions such as fear, shame, or worry, less capacity remains for understanding the material at hand.

But it is worth taking one more step in the discussion.

In education debates, an implicit assumption sometimes appears: first ensure well-being, and only then focus on learning. That framing is understandable, but it can also be misleading.

The relationship between learning and well-being does not work in just one direction. It works both ways.

When students experience progress, when something suddenly makes sense, when they solve a problem, or when they realise they are getting better at something, this often has an immediate effect on their motivation and sense of well-being.

This idea is central in self-determination theory, developed by Edward Deci and Richard Ryan. According to that framework, the feeling of competence is a key driver of motivation and psychological well-being. When people feel capable and progressing, it tends to strengthen both motivation and positive feelings toward the activity.

Anyone who has watched a struggling reader finally decode a text more fluently knows that this is not an abstract theory. The moment when something suddenly “clicks” can be enormously motivating.

Not despite the learning. But precisely because of it. That makes the story in education more complex than the sometimes simplified opposition between well-being and cognitive load suggests.

Yes, negative emotions can hinder learning. But good teaching can simultaneously have the opposite effect: by allowing students to experience progress and competence, learning itself can strengthen motivation and well-being.