Keeping in mind that each scholar is moving at his or her individual pace along the hierarchy, education can be rather a tricky job. One classroom will in all probability comprise students at each stage of human needs (physiological, safety, social, esteem, as well as self-actualization) at the same instant.
This is why particular attention is needed to keep up with these students. Scholars who don’t experience the food or rest necessary in order to maintain this level can lack concentration or desire to learn. Instructors must take extra consideration with these students in order to ensure they remain on target, even spending extra time with them such as teaching sessions or continual communication with their parents or guardians.
A constant fear of a lack of safety or shelter can cause a students mind to veer in a million different directions. Students living in an unsafe area or with a violent or abusive parent can suffer lifelong trauma that can affect them even after they are out of school.
If a child develops a fear of a parents, this fear can be transferred to other male authority figures, which can create psychological pain and result in damaged potential for social growth. Instructing students to interact in groups provides an opportunity to assist them to grow beyond self-inhibiting traits such as shyness and distrust of other people.
In the educational process the last two stages, esteem and self-actualization, are not as important. Even if a student lacks self-esteem, they can still focus on their education. So their self-esteem does not impede their educational progress, and said progress can even give them a strength from which to build their self-esteem.
While many school age students will not reach the level of self-actualization, nurturing all of the students, as they make their way along the Maslow Hierarchy, can enable them to reach their own varying levels of success.