Why Identifying the Root Cause of a Problem Matters

By Sylvia Langford · 5 min read

One of the hardest problems to solve is one whose cause we have identified incorrectly. This idea comes through clearly in a story told by Ernesto Sirolli, founder of the Sirolli Institute, in his book Ripples from the Zambezi and his 2012 TED Talk.

His experience raises a simple but worthwhile question: are we trying to solve the problem that actually exists, or the one we assume exists?

In this article, we look at this analogy and consider how it might apply to educational challenges, asking whether we are taking into account the different factors that can shape students' learning, behaviour and development.

1. The Story of the Hippos in Zambia

The project aimed to help address hunger in Zambia. The team identified:

Problem: Hunger in the region.

Assumed causes: A lack of agricultural knowledge and resources for growing food.

Their technical assessment showed that the soil was fertile. Local people were taught how to grow crops, seeds were provided, and the crops grew well.

But when harvest time came, hippos walked out and ate everything.

The local people then explained that they couldn't grow crops because the hippos would eat them. When the project team asked why they hadn't mentioned this before, their response, as Sirolli recounts it, was simple: "You never asked."

The story shows something basic but easy to overlook: a solution can be technically sound and still fail if we have misunderstood the cause of the problem.

2. A Question for Education: Are We Identifying All the Causes?

Education systems face complicated challenges, including:

• low learning outcomes
• difficulties with reading, writing and maths
• behavioural or interpersonal difficulties
• lack of interest or participation in some learning activities

Many explanations and solutions have been proposed and put into practice: insufficient resources, teacher training, access to specialists, family involvement, teaching methods, social conditions and many other factors.

All of these may be relevant. But there is another question worth considering:

Are we also considering the habits and behaviours that shape how students take part in learning?

3. Looking Beyond the Visible Outcome

The same outcome can have different underlying causes.

A student who doesn't complete an activity may be experiencing a learning difficulty, may not have understood the instruction, may feel frustrated, may not yet have picked up a particular skill, or may simply be unwilling to complete the task at that moment.

Similarly, behaviours such as avoiding an activity, giving up quickly or refusing to try again can have many different explanations.

Before deciding how to respond, it's worth observing what is happening, when it happens and what factors may be contributing to it.

4. What Role Can Habits Play?

Habits alone don't explain every learning or behavioural difficulty. But they can shape how students approach everyday tasks and challenges.

Habits such as following instructions, exercising self-control, acting with greater independence, staying calm, being willing to act and practising consistently can support learning and participation in school activities.

This doesn't mean replacing specialist support when a student needs it. It means considering habit development as one part of the broader set of factors that can contribute to learning.

5. What Are Good Habits and Why Do They Matter?

A habit is a way of acting that becomes more established through repetition and practice.

During childhood, many behaviours that initially require adult guidance and conscious attention can gradually become more independent ways of acting. Listening to an instruction, waiting, completing a task, trying again after a mistake or maintaining a practice routine are examples of behaviours that can grow stronger over time.

As these habits develop, they can help children act with greater independence both inside and outside the classroom.

6. How Difficulties With Habits May Appear at School

Difficulties maintaining particular habits may show up in different ways:

• difficulty following instructions
• giving up quickly when a task gets difficult
• needing frequent reminders to begin or finish an activity
• difficulty managing impulses or waiting
• regularly resisting tasks that require effort
• difficulty maintaining consistent practice

These behaviours don't have a single cause. They may be linked to learning, emotional, environmental, social or developmental factors, among others.

The key is to observe them and try to understand what may be behind the behaviour before deciding how to respond.

7. Developing Habits That Support Learning

If we want to improve learning, it can be useful to look not only at what students are learning, but also at how they approach the process of learning.

Habits such as self-control, independence, willingness to act and practice can provide a foundation that helps students take part more actively and consistently in their learning.

Educational strategies can therefore combine the development of academic skills with structured opportunities to practise habits that support learning.

How Can the Langford Method Help?

The Langford Method combines habit development with the learning of skills such as language and mental maths.

Its programmes use structured activities and brief practice sessions to give children repeated opportunities to build six habits step by step:

following instructions, self-control, independence, calmness, willingness to act and practice.

The aim is for these habits to be developed through the learning process itself, rather than being treated as a separate activity.

Frequently Asked Questions

Can Children With Behavioural Difficulties Develop New Habits?

Habits can develop and change through practice, consistency and the right support. That said, behavioural difficulties can have many different causes, and where there are real concerns, professional support may be appropriate.

What Role Do Parents Play in This Process?

Parents play a big part by setting up routines, maintaining clear expectations and giving children opportunities to practise habits consistently.

The example adults set, together with their consistency, also forms part of the environment in which these habits develop.

How Long Does It Take to See Improvements in Learning?

There's no single timeframe. Progress depends on the child, the skill being developed, their starting point and the consistency of practice.

Regular assessments can help identify changes and progress over time.

Conclusion: Meaningful Change Begins by Asking About the Cause

The story from Zambia reminds us that a solution may fail when we've misunderstood the problem we're trying to solve.

In education, challenges rarely have a single cause. Improving learning requires us to consider academic skills, the conditions in which students learn and the habits that shape how they approach tasks and difficulties.

Asking, observing and understanding before stepping in can open up new possibilities. Developing habits such as self-control, independence, willingness to act and practice can be a valuable part of that process.