The Personality Crisis in Education: Why the System Only Works for 2 Out of 16 Types | Blog Post 3

In our last post, we explored how the traditional education system is designed for just a fraction of students — those who are rule-following, detail-oriented, and thrive in structured environments. In fact, only 2 out of the 16 personality types tend to truly succeed in the way our current classrooms are structured.

So what about the other 14?

Let’s zoom in on just one of those “other” types: the ESFP.

Meet the ESFP: The Performer Who Doesn’t Fit the Mold

If you’re a teacher, you’ve met this student. Probably many times. Loud, emotional, hilarious, always at the center of attention. Sometimes they’re the class clown. Sometimes the “behavior problem.” Sometimes both.

But beneath all that energy?

A wildly intelligent, intuitive, emotionally rich student who thrives in connection, creativity, and movement.

The Problem Isn’t the ESFP — It’s the System

In a traditional classroom, this student might be described as:

• Disruptive

• Whiny

• Inconsistent

• Avoidant of “real work”

But that’s because the classroom wasn’t designed for them. You put a performer on a silent stage, hand them a worksheet, and say “sit still and focus” — and then wonder why they act out.

These kids don’t need stricter rules. They need the right environment.

What If Schools Were Designed Like Programs, Not Factories?

Imagine a world where schools weren’t one-size-fits-all, but specialized programs tailored to different strengths, interests, and personalities:

• An Arts School for our ESFPs and ENFPs — vibrant, expressive spaces with music, movement, drama, and collaboration.

• A Tech & Innovation School for ENTPs, INTPs, and INTJs — where curiosity and problem-solving are the curriculum.

• A Hands-On Trades & Design School for ESTPs and ISTPs — full of tools, engines, prototypes, and real-world projects.

• A Reflective Learning School for INFJs and INFPs — quiet, nature-inspired spaces with journaling, literature, and deep discussion.

This isn’t about tracking or limiting students — it’s about honoring how they actually learn best.

Yes — You Can Still Teach Core Academics

Let’s be clear: we don’t have to get rid of math, reading, writing, science, or any of the core standards. This isn’t about throwing out the essentials.

There are still standards.There are still assessments.And yes — I’ll even compromise on district benchmarks and testing.

Why?

Because I genuinely believe that when kids are in environments aligned with their brains, their bodies, and their personalities, test scores will improve naturally. I’ve seen it. We are burning kids (and teachers) out trying to push them through systems that weren’t designed for them — and still not getting the results we want.

You can absolutely meet the State Standards — but it doesn’t need to be done in the current “sit down for 6+ hours a day” model. There’s a better way.

Academic growth follows engagement.

And engagement follows belonging.

Why This Matters

When we force every child into the same mold, we don’t just limit their potential — we start to chip away at their identity. They begin to believe:

• “I’m bad.”

• “I’m not smart.”

• “School just isn’t for me.”

But when we build schools around the natural diversity of the human brain, we don’t just see better behavior — we see better learning.

So What Comes Next?

In future posts, we’ll continue diving into the 16 personality types and how they show up in the classroom. You’ll meet the quiet INFJ, the big-picture ENFP, the rule-questioning ENTP — and how we can support each of them not just to survive school, but to love learning.

Because kids don’t need to be “fixed.”

The system does.

Let’s reimagine education — one child, one personality, and one empowered teacher at a time.