Spain is once again debating the role of teachers and attitudes toward vocational education. A young graduate student in fashion and luxury, Mada Mariño, has unexpectedly become the voice of thousands of teenagers who have been told at school that their opportunities are limited. In her video, which has garnered tens of thousands of views, she recounted an incident from her adolescence. Back then, in her second year of ESO (the equivalent of 8th grade), a teacher told one of the girls that she would never achieve anything significant and that her only option was to pursue Formación Profesional (vocational education).
The teacher’s words felt less like advice and more like a sentence. The girl, only 13 or 14 at the time, was effectively told that her abilities were limited and her future predetermined. Years later, Mariño still can’t hide her indignation: how can an adult speak to a child this way, taking away their self-confidence and belief in their own potential?
Stereotypes at school
Mariño’s story struck a chord with many. In Spanish schools, the belief still lingers that vocational studies are for those who couldn’t handle academic subjects. Teachers, often without realizing it, reinforce this stereotype, undermining students’ self-esteem. Mariño emphasizes that such words not only belittle teenagers but also shape a false perception of their potential.
Instead of offering support and finding students’ strengths, some educators resort to labeling. This isn’t just a pedagogical mistake—it’s a blow to the future of an entire generation. After all, it’s during adolescence that young people form their attitudes toward themselves, work, and learning. If, at this critical time, a child hears they are ‘not good enough,’ the consequences can be irreversible.
Vocational education without prejudice
Marino didn’t stop at criticizing teachers. She openly stated that vocational education is no less valuable than a university degree. In Spain, many professions specifically require FP, and among its graduates are plenty of successful specialists. ‘FP should not be underestimated,’ she says. ‘It’s not a backup plan, but a full-fledged path to success.’
In a country where the job market increasingly values practical skills over degrees alone, this stance is especially relevant. Marino is convinced that everyone should have the right to choose their own path without pressure or shame. And if someone prefers a vocation over an academic career, that’s no reason for ridicule.
The power of words
What disturbed Marino most was that the teacher made such remarks about a child. At 13 or 14, no one is obligated to know what they want to do for the rest of their life. Teenagers are just beginning to discover the world, exploring different paths, making mistakes, and finding themselves. At this moment, instead of support, an adult effectively crushes their dreams.
“How can anyone decide for a child what they are capable of?” Marino asks. “If a student dislikes math or history, does it mean they won’t succeed? Maybe their true calling lies elsewhere.”
Public Response
Marino’s video sparked a lively reaction on social media. Thousands of users shared similar experiences. Many admitted they still remember hurtful words from teachers that influenced their choices and self-esteem. Others, on the contrary, found the strength to prove the opposite and achieved success despite educators’ predictions.
In Spain, vocational education and its status remain a sensitive topic. Despite reforms, FP still faces prejudice. Marino’s story has fueled a new wave of discussions: how can the system change so that every child feels supported instead of pressured?
Rethinking the Approach
The experience shared by Marino is not unique. It highlights a deeper issue: Spanish schools still lack respect for diverse educational paths. Teachers, whose role is to inspire, sometimes become a source of disappointment. But stories like this compel society to reflect: isn’t it time to rethink attitudes toward vocational education and stop labeling children as ‘promising’ or ‘hopeless’?
While some continue to reinforce stereotypes, others—like Marino—are speaking out for change. Perhaps these voices will mark the true beginning of transformation in Spanish education.
