Many things can influence the academic achievement and emotional growth of a student. In this regard, peers have more of an impact than teachers do. To what extent do you agree or disagree with this opinion?

Many people believe that schoolmates have a more significant effect on an individual's academic performance and emotional development than teachers. In my view, I believe that

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classmates are more impactful as an academic motivation, educators serve as a more righteous guide to

student's

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students'

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emotional maturity.

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with, students are

proved

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to be more motivated when performing under peer pressure. As an example, there is a ranking system between class members

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there are academic championships around the school year to help elicit competition from the desire to outperform others to be at the highest position.

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healthy practice, these stimulations can push learners forward in the academic race, with the determination to showcase their ability to impress their friends.

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, in

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case, peer rivalry definitely brings about a greater effect on an individual’s success in the classroom than pedagogical efforts.

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, at the same time, schoolteachers can provide emotional orientation for students, especially when life issues or conflicts arise. Young learners are often prone to emotional

dilemma

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due to

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the

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lack of experience in life.

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, the seniors, as mature adults with

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lifetime, can give them a hand with profound solutions, or provide mental support to back them up from the difficulties they might be facing. The advice from teachers, in

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regard, would certainly be more helpful and influential than from peers, who might

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seen enough in life to come up with the best measures. In conclusion, I partly disagree with

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statement, as teachers and friends affect each individual

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different aspects

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they are of the same weight to a student's personal development.

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peer competition can be an impulse to students’ academic accomplishment, support from a teacher

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can be more efficacious to their

sentimental

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emotional

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well-being.