One of the most common concerns I hear about competing is a simple, valid one: “Competitions create unhealthy stress.” I agree – to a point.
Stress absolutely exists in competitive environments. Students feel it. Directors feel it. If we’re not careful, it can spill over into places it doesn’t belong. That said, how on earth can we teach students the life skills to manage pressure without ever letting them experience it in a controlled setting?
The Good
The preparation, the performance itself, and the reflection after competing all present opportunities for growth and learning. Students learn to work through nerves, problem-solve under pressure and support one another when things don’t go exactly as planned. Those skills don’t stay in the choir room. That’s life.
We talk about students not being prepared for adulthood, but competition can be an outlet for life skills that carry into college, job interviews, trade programs and life well beyond school.
The Bad and the Ugly
There is an unhealthy side to competition. I think it’s worth naming. Competing can become addictive, and the expectation of the medallion or the chase to be the Grand Champion can be alluring. I’ve watched talented educators sacrifice their personal health, family time, and balance to chase a placement or a medal.
When that happens, the lesson students absorb isn’t resilience. It’s that competition is about the director, not the student. It’s a misplaced priority and exists heavily on our profession as arts educators.
Modeling a Healthy Competition Perspective
To me, the difference isn’t about competing or not competing. It’s perspective.
The most impactful teachers I know are the ones who model commitment without obsession. They care deeply, but not destructively. They show students that excellence matters. They also demonstrate that rest, relationships and sustainability are more important. Those examples stay with students long after they forget scores or rankings.
The benefit of competition isn’t stress for its own sake. It’s learning how to navigate pressure in an environment where reflection, support and guidance still exist.
When designed intentionally, competitive experiences don’t teach students to fear stress. They teach them how to face it and how to keep it in its proper place.