Ibrahim calls the helpline with a math problem.

Ibrahim, a 15-year-old Standard 5 student, reached out to the Helpline feeling deeply frustrated. For months, he had been grappling with persistent challenges in mathematics. No matter how hard he tried, his marks stayed low, and the gap between him and his classmates seemed to grow wider. This constant struggle was beginning to weigh heavily on him eroding his confidence and dulling his once-bright enthusiasm for learning.

The counselor on the other end listened patiently, allowing Ibrahim to share his fears and frustrations. “I feel like I’m falling behind,” Ibrahim admitted softly. “Even when I try, I just can’t get it.”

With warmth and understanding, the counselor reassured Ibrahim that he was not alone many students experience similar hurdles at different points in their academic journey. What mattered most was taking the right steps forward. Together, they explored practical, achievable strategies to help Ibrahim regain his footing and confidence.

The counselor emphasized the power of consistency. Mathematics, unlike some other subjects, requires daily practice. He advised Ibrahim to set aside at least 30 minutes each day specifically for math revision. “Think of it like building a muscle,” the counselor explained. “The more you practice, the stronger you get.” To make this manageable, the counselor suggested creating a simple study schedule that balanced his other subjects and household responsibilities. Visual tools like timetables or reminders could help him stay on track.

He also introduced the idea of forming a small study group with classmates. Working with peers, he explained, could turn a lonely and frustrating experience into something interactive and motivating. Ibrahim could share what he understood, ask questions freely, and learn from others’ explanations. Peer learning also provides emotional support reminding students that they are not struggling alone.

Another key piece of advice was for Ibrahim to view his math teacher as an ally. The counselor reassured him that teachers appreciate students who take initiative. By asking questions and requesting extra help after class, Ibrahim could clarify confusing concepts immediately instead of allowing them to pile up. Additionally, he suggested that Ibrahim seek guidance from classmates who excel in mathematics. “Sometimes hearing it from a friend in simple language makes all the difference,” he said.

Attendance and participation were also emphasized. Being physically present in class is one thing, but being mentally engaged is another. The counselor encouraged Ibrahim to sit closer to the front, listen actively, take detailed notes, and most importantly ask questions when he did not understand. “When you ask, you learn twice,” the counselor reminded him.

Finally, the counselor opened Ibrahim’s mind to the wide range of educational tools available today. Beyond school textbooks, he suggested using additional revision books, practice problem sets, and even technology. Platforms like YouTube have interactive math lessons, while mobile learning apps can turn practice into an engaging experience. The key was finding resources that matched his learning style.

By the end of the call, Ibrahim sounded different lighter, more hopeful. He thanked the counselor for the guidance and promised to start implementing the advice right away. What began as a conversation about math challenges became a moment of empowerment.

With renewed confidence and a clear action plan, Ibrahim now believes that improvement is possible and that with persistence and support, no challenge is too big to overcome.

Prepared by C-Sema’s Communication Team.