In education, as in leadership, we tend to celebrate what goes right. The project that succeeds. The idea that works. The outcome that matches the plan. But often, it’s the times we get it wrong that shape us most.

Why We Resist Mistakes

Psychologists call it cognitive dissonance: the discomfort of facing evidence that doesn’t match how we see ourselves. A leader who doubles down on a failing strategy because changing course would feel like weakness. A student who hides a mistake on an assignment instead of asking for help, missing the chance to learn. But the cost is the same: it shuts down the very learning that could move us forward.

Evidence, Not Embarrassment

James Dyson’s story is often told for good reason. He tested more than 5,000 prototypes before producing the vacuum that made his name. Every “failure” mattered. Each one was evidence — data that guided the next attempt. The same pattern holds in research, in leadership and in our classrooms. Progress is rarely linear. It comes through iteration: trying, adjusting, persisting.

The Role of Leaders

The question, then, is less about whether mistakes happen, and more about how we respond. In too many organisations, errors are hidden for fear they will be punished. But when leaders are candid about their own missteps, they set a different tone. They create space for others to take risks, to share openly, and to learn quickly. That is where innovation takes root.

A Shift in Perspective

Thomas Edison once put it simply: “I have not failed. I’ve just found 10,000 ways that won’t work.” At Euro University of Bahrain, we try to give students the same perspective. Mistakes are not proof of incompetence. They are steps on the path to improvement.

Final Thought

We admire those who can say, “I was wrong, you were right.” It doesn’t diminish them. It builds trust. Getting it wrong is not the end of the story. More often than not, it is where the real learning begins.