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On the very first day of class, a student once told math educator Sam Densley: “Your class feels safe.”

Open classroom door with students inside

Honestly, I can’t think of a better compliment for a teacher. I reflected on this in a LinkedIn post, and I want to share those thoughts here too.

A Story of Struggle

I rarely admit this, because it still carries a sting of shame. In my role at Maplesoft, people often assume I was naturally good at math. The truth is, I wasn’t. I had to work hard, and I failed along the way.

In fact, I failed my very first engineering course, Fundamentals of Electrical Engineering. Not once, but twice. The third time, I finally earned an A.

That second failure nearly crushed me. The first time, I told myself I was just adjusting to university life. But failing again, while my friends all passed easily, left me feeling stupid, ashamed, and like I didn’t belong.

When I got the news, I called my father. He left work to meet me, and instead of offering empty reassurances, he did something unexpected: he told me about his own struggles in school, the courses he failed, the moments he nearly gave up. Here was someone I admired, a successful engineer, admitting that he had stumbled too.

In that moment, the weight lifted. I wasn’t dumb. I wasn’t alone.

That experience has stayed with me ever since: the shame, the anxiety, the voice in my head whispering “I’m not cut out for this.” But also the relief of realizing I wasn’t the only one. And that’s why I believe vulnerability is key.

When teachers open up, something powerful happens:

  • Students stop thinking they’re the only ones who feel lost.
  • They see that failure isn’t the end; it’s part of the process.
  • It gives students permission to be honest about their own struggles.

That’s how you chip away at math anxiety and help students believe: “I can do this too.”

Why Vulnerability Matters

Abstract metallic mask with mathematical symbols

I can’t recall a single teacher in my own schooling who openly acknowledged their academic struggles. Why is that?

We tell students that “struggle is normal,” but simply saying the words isn’t enough. Students need to see it in us.

When teachers hide their struggles, students assume they’re the only ones who falter. That’s when math anxiety takes root. But when teachers are vulnerable, the cycle breaks. Students realize that struggle doesn’t mean they’re “bad at math.” It means they’re learning. Vulnerability builds trust, and trust is the foundation of a safe classroom.

What I Hear from Instructors

In my work at Maplesoft, I often hear instructors say: “Students don’t come to office hours — I wish they did.”

And I get it. Sometimes students are too anxious or hesitant to ask for help, even when a teacher makes it clear they’re available. That’s one of the reasons we built the Student Success Platform. It gives instructors a way to see where students are struggling without calling anyone out. Even if students stay silent, their struggles don’t stay invisible.

But tools can only go so far. They can reveal where students need support and even help illuminate concepts in new ways. What they can’t do is replace a teacher. Real learning happens when students feel safe, and that safety comes from trust. Trust isn’t built on flawless lectures or perfect answers. It grows when teachers are willing to be human, willing to admit they’ve struggled too.

That’s when students believe you mean it. And that’s when they’re more likely to walk through the door and ask for help.

The Real Lesson

Ultimately, what matters most in the classroom, whether in mathematics or any other subject, isn’t perfection. It’s effort.

As a new school year begins, it’s worth remembering:

  • Students don’t just need formulas.
  • They need to know struggle is normal.
  • They need to know questions are welcome.
  • They need to know the classroom is safe enough to try.

Because long after they move on, that’s what they’ll remember: not just what they learned, but how they felt.

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