Video games aren’t mindless. In fact, they often demand creativity, decision-making, and persistence. Whether it’s working out a Minecraft redstone puzzle or coordinating a last-minute save in Rocket League, players are constantly experimenting, strategising, and problem-solving. These experiences mirror real-life cognitive challenges.

A study from Michigan State University found that kids who regularly played video games scored higher on creativity tests, including tasks like story writing and drawing. Games that require building, like Minecraft, or team-based strategy games like League of Legends, push players to think critically, adapt, and explore multiple solutions to problems. This trial-and-error process builds resilience and mental flexibility.

Many New Zealand teachers are beginning to see the crossover too. At an intermediate school in Christchurch, students used Minecraft to build virtual pā and eco-friendly cities as part of their social studies project. It wasn’t just fun – it was a scaffolded learning experience that required teamwork, research, and design thinking. “Esports encourages a lot of the same problem-solving skills we see in maths and science,” one teacher noted.

One of the most common misconceptions about gamers is that they’re antisocial. But in reality, esports is built on teamwork and communication. In a school esports match, students must coordinate, listen, support each other, and manage pressure – much like on a rugby pitch or netball court.

Gaming, especially team-based games, creates natural opportunities to build friendships. More than 70% of young gamers say they play with others online, often forming lasting connections . In esports clubs across Aotearoa, students from different backgrounds are coming together around a shared passion. For many, this sense of belonging is the first they’ve truly felt at school.

Take Macleans College in Auckland, for example. Their esports programme includes a range of students – from academic high-achievers to those who struggled with classroom confidence. The club gives everyone a place to contribute. Students not only play, but also shoutcast matches, design team logos, and help with event planning. These shared roles foster a strong sense of whānau.

As NZESF puts it: “Esports offers a place for students to connect, grow, and flourish.” And that connection matters. Research from the University of South Australia suggests that young people involved in gaming communities often report higher levels of social satisfaction and emotional resilience than their peers who game alone.

For many young people, traditional school activities don’t always offer a place to shine. Esports can change that. When a student realises they’re good at something – whether it’s shot-calling, game analysis, or playing under pressure – it builds pride and self-worth.

One Wellington teacher shared the story of a Year 11 student who had never joined a school club before. “He didn’t believe he had anything to offer. Now he’s leading our Valorant team – and he’s speaking with confidence, helping younger players, and showing up to school with more purpose.”

Video games also provide quick feedback loops, allowing students to see progress and improvement over time. That feedback encourages what psychologists call a “growth mindset” – the belief that skills can be developed through effort. It’s not just about talent; it’s about persistence and learning from mistakes. These mindset shifts can extend beyond the game, boosting academic motivation and personal resilience.

Esports isn’t just about winning – it’s about managing setbacks. In a competitive match, players might lose, miscommunicate, or make costly mistakes. But instead of walking away, they review what happened, adapt their strategies, and try again.

This learning-through-failure builds emotional regulation. Over time, players learn to manage frustration, handle criticism, and bounce back from defeat. These are life skills that help with everything from exam stress to job interviews.

A 2022 study published in the Journal of Youth Development found that students involved in structured esports programmes showed improved emotional control and perseverance compared to peers who gamed casually . One of the key differences? The presence of adult mentorship and a team environment that frames mistakes as learning opportunities.

Esports also offers a healthy outlet for emotional release. A student who might bottle up stress during the day can unwind during practice, engage with friends, and feel a sense of achievement. When guided well, gaming can be a constructive coping mechanism – not an escape, but a reset.

Ever been so focused on something that time just disappears? That’s a state of flow – and it’s common in gaming. Esports players often describe moments where their concentration is total, their reactions are sharp, and they’re fully “in the zone.”

Flow isn’t just a buzzword – it’s been studied by psychologists for decades. It’s associated with higher happiness, better mood, and even improved academic engagement. A 2020 Australian study found that students who regularly entered flow states through gaming reported greater motivation in school tasks and less anxiety overall.

This level of mental engagement is rare in everyday activities. When students access it through esports, they begin to seek similar challenges and focus in other areas of life. It’s a stepping stone to deeper learning and personal satisfaction.

At its best, esports isn’t just about playing – it’s about building something. Students help run clubs, organise tournaments, design posters, stream matches, and mentor new players. These are real leadership experiences, often involving time management, problem-solving, and communication with adults.

AUT University has even seen this firsthand. In its esports club, students have taken the lead in planning events, managing teams, and collaborating with industry partners. One student shared: “It helped me discover skills I didn’t know I had – and now I’m studying event management.”

Esports can offer purpose. For a student who feels adrift, being part of a team with goals and expectations can be incredibly grounding. It shows them they have value, that they can contribute, and that their efforts matter.