There are students who learn English as fast as they learned their first language. They are culturally sound and have a higher self-image to cope with repeated failures and keep trying. The home environment for such school children is said to be more supportive, empathetic, and transparent in discussions. With such an environment, these students manage to conceive that English is not difficult as everyone says it is, but it is just another language and with subsequent efforts of writing and understanding while speaking one can easily adopt it, as if it feels as a first language. Parenting plays an important role in students who are failing consistently but find support at home and are made to see the real picture, the larger picture of how it is to be learned step by step and not in a hurry (Davis, 2011). School children communicate in English, but students with English as second language are more afraid of failing and of becoming a joke in front of their friends. The cognitive abilities are developing, so are its emotional abilities of handling rejection and failure. As rejection and failure are necessary for a balanced pupil, learning to take bold decision and taking the first move towards advancement are also necessary. These qualities are learned more at home with parents than at school.