A capable student can struggle for reasons that have little to do with intelligence. Organization, task initiation, working memory, anxiety, perfectionism, or a mismatch between instruction and the learner can all interfere with performance.
When adults respond only by increasing pressure, the student often learns to hide confusion rather than ask for help.
The better response is diagnostic and compassionate: identify the point where the process breaks down, teach that skill explicitly, and create small experiences of success.
Confidence grows when students can explain what works for them and see evidence that their effort is producing change.