For years, many Indian parents have given their children the same advice: “Sit with the topper and you will become smart too.” The idea is familiar. If a child spends more time around someone who consistently scores well, perhaps their discipline, study habits and motivation will eventually rub off. Psychology suggests that there may be some truth behind this old-school advice, but it is not because intelligence can somehow be transferred from one student to another. What matters is what children observe, learn and experience through their relationships with classmates. A high-performing student may model useful habits, explain difficult concepts or show a struggling classmate how they approach their studies. But simply sharing a bench with the class topper is not enough. The quality of the interaction matters.

Psychology says children can learn by watching their peers

One explanation comes from Albert Bandura’s Social Learning Theory. The theory suggests that people can learn behaviours by observing others and seeing what happens as a result of those behaviours. For a child, this could happen in very ordinary classroom situations. A student may notice that their high-scoring classmate starts homework on time, asks questions when confused, revises regularly or keeps practising even after getting an answer wrong. Over time, those behaviours can become examples for the other child to follow. The same principle can apply to confidence. Research on Bandura’s concept of self-efficacy suggests that watching someone successfully handle a difficult task can provide a form of “vicarious experience”, although actually mastering the task oneself is a stronger source of confidence. This means a child sitting beside a strong student may begin to think, “If they can understand this, perhaps I can learn it too.” That change in attitude can be important because academic success is not only about knowledge. Motivation, persistence and belief in one’s ability also influence how a student approaches difficult work.

The topper may help, but only if children actually interact

Another psychological explanation comes from Lev Vygotsky’s idea of the Zone of Proximal Development. In simple terms, children can sometimes accomplish more with appropriate help from someone more capable than they can manage completely on their own. A stronger classmate can therefore become a useful learning partner. For example, imagine a student struggling with algebra. A classmate who understands the topic might explain the first few steps, show how they approach the problem and answer questions. That interaction could help the struggling student eventually solve similar problems independently. But there is an important catch. If two children simply sit next to each other and silently complete their own work, there may be little benefit. The learning opportunity comes from discussion, explanation, observation, cooperation and feedback. Research examining peer learning has similarly highlighted the potential value of interaction between students, rather than assuming that one child is simply a source of knowledge for another. So, the healthier version of the traditional Indian parenting advice is not “sit with the smartest child”. It is “learn alongside children who encourage good learning habits.”

Research shows classmates can influence academic performance

There is also growing evidence that the academic environment created by classmates can influence student performance. A 2023 quasi-experimental study published in Heliyon examined middle-school classrooms in China where students were randomly assigned to different classes. Researchers found that students placed with higher-achieving classmates subsequently performed better in mathematics and English. The study estimated that a one-standard-deviation increase in classmates’ earlier average test scores was associated with gains in later test scores. The researchers also found that the effect appeared to work partly through increased study time and greater confidence in learning. That is significant because it supports part of what parents have believed for generations. But it does not show that a “topper” makes another child intelligent simply through proximity.There is another side to peer influence too. Constant comparison can motivate some children, but it can discourage others. A child who repeatedly feels inferior to a high-achieving classmate may become anxious or start believing that they are simply not capable. This is why parents should be careful about saying things such as, “Look at your friend, why can’t you score like them?” The goal should be to encourage children to observe useful habits without making them feel that their worth depends on matching someone else’s marks. Ultimately, the old advice contains a useful idea, but it needs a modern interpretation. A topper cannot transfer intelligence to another child. However, the right peer environment can expose children to better study habits, encourage motivation, make difficult subjects feel more manageable and strengthen their belief that improvement is possible. The real lesson for parents may therefore be simple: do not ask children to become like the topper. Help them learn from the qualities that make the topper successful.