In Estonia, the Ministry of Education and Research (HTM) is considering a significant change in its grading system, proposing to replace numerical grades with verbal feedback for students from the first to the third grade. This initiative has garnered support from education experts who argue that the current model of grading does not serve the educational process well. Kati Aus, an educational psychologist, highlights that constant grading can create an overwhelming atmosphere for young learners, reminding them of evaluations after each task and consequently impacting their self-esteem and mental health.

Aus emphasizes that the reliance on numerical grades can lead children to form their self-worth around these scores, which may have a detrimental effect on their psychological development. She argues that such simplifications detract from the learning process and promote a narrow understanding of educational success. By prioritizing students' psychological well-being, the proposed change aims to foster a more supportive learning environment that encourages growth and curiosity instead of anxiety about grades.

The discussion around this proposed reform is timely, as the educational landscape evolves to accommodate various learning styles and needs. While some may argue against this change, fearing that it might lower academic standards, supporters suggest that the benefits to mental well-being far outweigh the need for traditional assessment methods. The broader implications of this shift could influence not only how schools operate but also how future educators and psychologists view the role of assessment in fostering effective learning environments.