From bullying to undiagnosed learning disorders, many students face challenges that go unnoticed in the classroom. Schools must be proactive in supporting every child’s emotional and academic needs, creating a nurturing environment for all.
By Mool Raj
Despite the extensive scientific research and educational frameworks available in the West, there continues to be a disproportionate focus on measurable learning outcomes and academic achievements. This trend often overshadows the broader goals of education, which should also prioritize students’ well-being, social development, and character building.
This week, millions of children around the world began their first day of school, marking a pivotal moment in their lives. For young children, it’s an exciting milestone, filled with the anticipation of growing up and embarking on a more serious learning journey. Parents and teachers share in the enthusiasm, wishing their students success and hoping that this year will bring both academic growth and personal enrichment. However, it’s important to acknowledge that not all children will have a positive experience. For many, especially as they progress to higher grades, school can feel more like a burden than a pleasure.
The challenges students face, particularly in the upper secondary years, are significant. For many students, especially boys, school becomes a time of frustration and disengagement, where the once exciting prospect of learning feels increasingly meaningless. Despite these feelings, students are often unable to quit school, as education is either mandatory or strongly expected by society. As a result, some students act out in disruptive ways, which only serves to make the school day harder for themselves, their peers, and their teachers, all of whom want every school day to be a positive experience.
Bullying, exclusion, and mistreatment are common struggles that many students endure, often going unnoticed or ignored by teachers who may not know how to address these issues. Additionally, some students face specific learning challenges, such as dyslexia, or they may have psychosocial issues stemming from problems at home. In these cases, it is the school’s responsibility to identify these struggles and provide solutions, but far too often, these challenges go unnoticed. In some instances, children go through their entire educational journey silently dealing with their difficulties, and by the time they graduate, it is too late to make meaningful changes. Even if the education system admits its failings, it cannot undo the damage done to a child’s formative years.
It is imperative that schools fulfill their obligations, as laid out by laws and regulations. However, we must also acknowledge that mistakes will inevitably occur, and not every school day will be pleasant or ideal for every child. As parents, teachers, and concerned citizens, we must remain vigilant and hold schools accountable when we see things going wrong. But it is also important to recognize that we, as adults, can sometimes misjudge the situation. For example, there is a tendency to prioritize academic performance—such as high exam scores and academic rankings—over the overall well-being of children. While I believe that basic educational skills, such as reading, writing, arithmetic, and critical thinking, are essential, the true purpose of education should go far beyond these basics.
Education should be about helping children develop into well-rounded, confident, and happy individuals. It should aim to instill positive values, foster good character, and build a strong foundation for lifelong learning. This deeper, more holistic approach should be the main focus of schools, with academic learning as just one part of the broader mission. All students and teachers should feel that each school day is an enjoyable, meaningful experience. This should be the minimum expectation for any institution to be considered a true learning environment.
We must not forget that children sometimes struggle socially and academically due to factors such as abuse, neglect, or family turmoil, including issues like parental substance abuse, divorce, or financial instability. Schools must be proactive in identifying and addressing these issues, providing support and guidance for affected children.
I believe that we place too much emphasis on the cognitive content of education—grades, test scores, and academic rankings—while neglecting the importance of each child’s emotional well-being and individual development. If a child is thriving socially and emotionally, they will be much more equipped to succeed academically, learning at a pace and in a manner suited to their needs. This is not to say that students should not be encouraged to excel academically or pursue high goals. On the contrary, particularly gifted students should be supported and challenged to reach their full potential, and should be encouraged to help their peers do the same. By fostering an environment of collaboration and mutual support, the school day can be more enjoyable and fulfilling for everyone.
Furthermore, it is essential to recognize that the well-being of teachers is just as important as that of students. Teachers play a pivotal role in creating a positive school environment, and they must be supported in their efforts to ensure that every school day is meaningful and enjoyable. While teachers are well aware of the importance of a pleasant learning environment, they too need support and understanding from school leaders, parents, and policymakers.
Despite the vast body of scientific research and educational knowledge available in the West, there remains an overemphasis on quantitative outcomes like exam results and international rankings. These measures, though useful in some respects, fail to capture the deeper, more significant goals of education, such as moral and character development. Rankings based on test scores and academic achievement do not tell the whole story of a child’s educational experience. True success in education is not just about how well a student performs on a test, but how well they develop as a person—how they learn to think critically, empathize with others, and contribute positively to society.
The integration of new technologies into education has brought many benefits, but we must be cautious not to let digital tools overshadow the fundamentals of learning. In countries like Norway, there is growing awareness that excessive reliance on technology—particularly mobile phones—has a detrimental effect on students’ focus and learning. Some argue for a return to ‘old-fashioned’ textbooks and less screen time in classrooms. As a father of young children myself, I support this perspective and advocate for a ban on mobile phones in the classroom. However, I also realize that we must keep in mind that the most important priority in education is to ensure that every school day is pleasant for all students, whether through traditional methods or modern technology.
In India, I hope the Education Minister will embrace the idea that the well-being of students should take precedence over a sole focus on academic competition and high test scores. This approach would align with the more liberal values of the political party to which the Minister belongs, even though it has been overshadowed by conservative, achievement-driven education policies in recent years. While the Minister has also expressed support for more practical education, which is commendable, it is vital that practical subjects be valued as highly as academic ones. Furthermore, we must recognize that student achievement should not be defined solely by exams or standardized tests. The entire Western education model, which is adopted by many countries, needs to be reassessed and redefined to place greater emphasis on holistic, well-rounded education.
The first step in this transformation is ensuring that every school day is a pleasant one for every child. To achieve this, we need a clear, robust theory and framework to support this vision, one that will help society understand its importance and guide policy decisions. Until this vision becomes a reality, I wish all students and educators around the world a successful school year ahead. While our schools have significant shortcomings, it is critical that every child and young person attends school, so they can acquire the basic skills and knowledge they need to lead fulfilling lives.
The views expressed in this article are solely those of the author and do not necessarily reflect the opinions or views of this Magazine. The author can be reached at [email protected]
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