Climbing the Pyramid: What Maslow’s Hierarchy Reveals About Human Behavior, Goals, and How We Can Help Children Grow

Every human being, from the child struggling to make friends at school to the founder chasing a moonshot idea, is climbing the same invisible mountain. Abraham Maslow first mapped it in 1943, calling it the Hierarchy of Needs.

We often see it as a neat pyramid printed in psychology textbooks: physiological needs at the base, then safety, love and belonging, esteem, and finally self-actualization at the top. But Maslow’s framework is far more than an academic diagram. It’s a blueprint for understanding why we act the way we do, what drives our goals, and how we can help one another grow, especially the children we’re raising and teaching.

In a world obsessed with outcomes, test scores, career titles, productivity, Maslow invites us to look deeper. He reminds us that behind every behavior is a need, and behind every goal is a longing to ascend.

The Hidden Architecture of Our Goals

At its core, Maslow’s hierarchy is about motivation. His central idea was simple yet profound: human beings are motivated to fulfill basic needs before they can move on to higher ones. The five classic levels are:

1. Physiological: Food, water, rest - the body’s survival needs.

2. Safety: Security, stability, freedom from fear.

3. Love & Belonging: Connection, community, relationships.

4. Esteem: Achievement, recognition, self-respect.

5. Self-Actualization: Growth, purpose, creativity, realizing one’s potential.

Each level represents a psychological “platform” that supports the next. When one is unmet, it shapes our choices, limits our perspective, and redirects our energy. For example, a student who doesn’t feel safe at home is unlikely to care about excelling on a science project. A teacher who feels isolated and undervalued will struggle to bring creativity into the classroom.

But here’s where things get fascinating: not everyone climbs this pyramid in order.

The Ladder and the Leaps: Who Jumps Levels and Why

Maslow himself acknowledged that human growth isn’t always linear. Some people “skip” stages, pursuing higher-order goals even when lower needs remain unmet. We see this everywhere:

• A young activist risking their safety to fight for justice.

• An artist creating breathtaking work while living in poverty.

• An entrepreneur chasing esteem and purpose while feeling deeply alone.

These individuals leap up the pyramid, and they often achieve remarkable things. But their stories also reveal something crucial: unmet needs don’t disappear. They wait.

A meta-analysis of over 300 psychological studies found that unmet basic needs tend to “resurface” later as chronic stress, instability, or relational difficulties.¹ It’s why some high-achievers burn out despite success, and why some brilliant innovators struggle with belonging or security long after reaching the top.

These leaps show us two truths:

• Growth is possible even without every rung beneath us firmly in place.

• But unresolved needs act like unfinished foundations, they eventually shape or limit the structure built above them.

For educators and parents, this is more than theory. It’s a lens through which we can understand the children in front of us, and tailor support to help them climb in a way that’s sustainable.

Behavior Has a Blueprint: Mechanisms at Every Level

Each stage of Maslow’s hierarchy comes with predictable “behavioral mechanisms”, patterns of motivation, decision-making, and emotional response. Recognizing these is like putting on glasses that bring human behavior into focus.

Level	Core Need	Primary Focus	Behavioral Mechanism
Physiological	Survival	Immediate gratification	Impulsivity, short-term decisions
Safety	Stability	Predictability, control	Risk avoidance, structure-seeking
Belonging	Connection	Social validation, acceptance	Conformity, empathy, group loyalty
Esteem	Achievement	Competence, recognition	Goal-orientation, comparison, competition
Self-Actualization	Purpose	Growth, creativity, contribution	Curiosity, exploration, intrinsic motivation

Think about how this plays out daily:

• A child acting out in class might not be “defiant”, they might be stuck at safety, needing consistency and reassurance.

• A colleague resisting change might not be “closed-minded”, they could still be meeting security needs.

• A student disengaged from lessons may not lack ambition, they might be craving belonging before they can pursue esteem.

Once we know where someone is on the pyramid, their behavior stops looking irrational. It starts making sense.

The Classroom Pyramid: SEL as the Bridge Between Levels

Nowhere is Maslow’s model more relevant than in education. Schools are, at their best, places that don’t just deliver knowledge, they nurture growth. But growth is impossible if students are stuck at lower levels of need.

A 2023 report by CASEL found that students in classrooms with strong SEL integration show 27% higher academic performance and 50% fewer behavioral issues.² That’s not because SEL teaches math or reading, it’s because it helps children ascend the pyramid.

Here’s how SEL supports each stage:

• Physiological & Safety: SEL builds emotional regulation and predictability, crucial for students living with instability or trauma.

• Belonging: Activities that teach empathy, perspective-taking, and collaboration satisfy the deep need for connection.

• Esteem: SEL practices like growth mindset interventions help children experience mastery and recognize their strengths.

• Self-Actualization: Reflection, goal-setting, and purpose-driven projects nurture autonomy and creativity.

Too often, we try to teach above where students are. We push for critical thinking when they’re still seeking safety. We design group projects when they’re unsure they belong. SEL gives us the tools to meet them where they are, and build the next step.

Climbing the Pyramid as a Society: A Call for Compassionate Perspective

Understanding Maslow’s hierarchy isn’t just an educational tool, it’s a social one. It shifts how we see people.

A child disengaged from school, a parent working three jobs, a colleague resistant to change, each is navigating the pyramid from their current place. Behavior that seems puzzling or frustrating often becomes entirely logical once we understand the underlying need driving it.

This awareness breeds compassion and strategy. Instead of pushing people toward self-actualization before they feel safe, we focus on building the layers beneath. Instead of judging someone for “lacking ambition,” we ask: What need isn’t being met yet?

Where Are You on the Pyramid?

It’s worth turning the lens inward too. Where are you right now on Maslow’s hierarchy? Which needs shape your goals and frustrations?

If you’re focused on stability, recognize that it’s not “playing small”, it’s building a base. If you’re seeking belonging, it’s not a distraction, it’s essential scaffolding for self-esteem and growth. If you’re striving for purpose but still feeling unsafe, consider how meeting foundational needs might unlock new levels of creativity and clarity.

Self-awareness here is power. It helps us set goals that match our readiness and address the gaps that hold us back.

Final Thought: A Map for Growth, Not a Measure of Worth

Maslow’s hierarchy is often misunderstood as a ladder of status, as if being at self-actualization makes you “better” than someone meeting safety needs. But the pyramid is not a measure of worth. It’s a map of the human experience.

All of us move up and down it at different times. Life events can push us back down. Breakthroughs can propel us upward. What matters is not how high we are, but how well we understand the terrain, in ourselves, our students, our colleagues, and our communities.

When we see behavior as a reflection of needs, we stop reacting and start responding. We stop judging and start helping. And in doing so, we don’t just climb the pyramid ourselves, we build ladders for others.

¹ Tay, L., & Diener, E. (2011). Needs and subjective well-being around the world. Journal of Personality and Social Psychology, 101(2), 354–365.² Collaborative for Academic, Social, and Emotional Learning (CASEL), 2023 Annual Report.