As teachers, we all want our students to think critically, solve problems, and engage deeply in learning. That’s the goal behind Bloom’s Taxonomy—a framework that outlines levels of thinking, from remembering facts to creating new ideas. But here’s the challenge: before students can learn at those high levels, their basic human needs must be met. That’s where Maslow’s Hierarchy of Needs comes in.
Maslow’s Hierarchy of Needs – A Quick Overview
Maslow described five levels of needs that all people have. These build on each other:
1. Physiological Needs – food, water, rest.
2. Safety Needs – feeling safe, having routine, being free from harm
3. Love and Belonging – friendships, feeling accepted, having someone who cares
4. Esteem Needs – confidence, feeling valued, believing “I can do this”
5. Self-Actualization – becoming your best self, achieving your full potential
Bloom’s Taxonomy – A Quick Overview
Bloom’s Taxonomy focuses on how students learn, progressing through levels:
1. Remembering – recalling facts
2. Understanding – explaining ideas
3. Applying – using information in new ways
4. Analyzing – breaking down information
5. Evaluating – justifying decisions
6. Creating – producing new or original work
Putting It Together: Why Maslow Comes First?
If a student is hungry, afraid, or feels invisible, it’s incredibly hard—sometimes impossible—for them to focus on analyzing a poem or solving a complex language problem.
Think of it like this: 
You can’t climb to the top of Bloom’s pyramid if you’re stuck at the bottom of Maslow’s.
Real-Life Classroom Examples
1. Physiological Needs: A student who didn’t have breakfast
might struggle to stay focused during a morning lesson. A simple solution?
Offer a granola bar or allow a snack before starting.
2. Safety Needs: A child who hears yelling at home or is being
bullied at recess may not feel safe. Until they know your classroom is a calm,
predictable space, they’ll be in survival mode—not learning mode.
3. Belonging: A student who just transferred schools may not
engage until they feel like part of the class. Pairing them with a “buddy” can
help them build relationships.
4. Esteem: If a student constantly feels like they fail
at reading, they might give up. Praise effort, set achievable goals, and
celebrate small wins to build confidence.
Once these Maslow needs are supported, students are more open and ready to engage in the types of learning we aim for with Bloom’s Taxonomy—like writing persuasive essays, designing science projects, or debating social issues.
takeaway for teachers
Before we ask students to
perform, we must ensure they feel safe, seen, and supported.
Meeting their basic needs isn’t
extra work—it’s the foundation of meaningful learning.
In every lesson plan, behavior intervention, or academic goal, keep this
in mind:
Maslow before you Bloom.