I want to reward those students who are temporarily lagging behind but persevering, still persistently striving for their goals and pursuing progress. Recently, a graduate of West China Clinical Medical College of Sichuan University donated 30000 yuan to establish the "Continuous Improvement" scholarship at West China Clinical Medical College, specifically awarded to "underachieving students". Unlike the usual practice of awarding scholarships to students who excel in both academics and character, this "Continuous Improvement" award is specifically given to students who rank below 25% in academic performance. It supports 6 students annually, with each student receiving a reward of 1000 yuan. The essence of education is to promote the comprehensive development of every student. The establishment of the "Continuous Improvement" scholarship is a heartfelt embrace of the "underachieving students" group, which sends a clear signal: on the path of learning, there are no absolute winners or losers, only explorers and fighters who keep moving forward. Perhaps past efforts have not yielded immediate results, but the future is still worth looking forward to and motivating. In recent years, the emphasis on "allocating resources based on ability and effort" has spread from the field of social life to the field of education, and the concepts of "selecting the best" and "those who are capable work harder" have become an inherent logic of the education mechanism, deeply influencing the overall educational philosophy of society and constantly being institutionalized in the operation of the education mechanism. Slow "means limited talent and inability to access better resources. But the anxiety of not being able to always win is not only reflected in the so-called 'poor students', but also shrouded in the' good students'. Even more paradoxical is that the standardized evaluation criteria often change after the long process of education is over. Once entering society, even top students begin to feel the unevenness of the world. Adhering solely to the principle of academic excellence, emphasizing academic achievements and performance, and neglecting the cultivation of mental health and comprehensive qualities, students may inevitably experience psychological disparities after entering society. Of course, in the historical process, performationism has played a significant role in stimulating individual potential and promoting class mobility, and should not be solely criticized. But giving respect to successful people, giving dignity and encouragement to ordinary people, advocating and maintaining diversity of values are still the principles we need to abide by. Education is a cause that particularly requires adherence to the concept of long termism. Under the influence of academic excellence, many schools and teachers only focus on the top students because they are the ones who can contribute to improving the school's admission rate and enrollment rate. As a parent of a junior high school student, I have heard more than once that some schools are making great efforts to provide academic "small stoves" for top students, allowing children who rank lower in the class to go their own way. This approach is unfair and lacks long-term vision. 'Underperforming students' are not always backward or unable to make progress, but are temporarily at a disadvantage in terms of learning, behavior, or psychology, and therefore they are also a group of students who need more attention and assistance. They may not be able to keep up with the pace of the collective temporarily due to weak foundations, improper methods, insufficient motivation, unfavorable environment, and other reasons. They need a positive feedback mechanism to push forward. Scholarships such as the "Perseverance" scholarship, praise, encouragement, and even just being seen can break the vicious cycle of "underachieving students" being marginalized and their efforts being ignored, allowing them to feel their own value and progress. (New Society)