Over 50% of children have undergone therapy by the end of primary school, and more than 10% suffer from school and exam anxiety.Image: KEYSTONE
Analysis
The pressure to perform in our society does not spare even the youngest. This issue is not solely the result of overly ambitious parents; it begins as early as kindergarten. Experts in educational sciences are raising alarms about a troubling trend.
High performance has become a benchmark in our performance-driven culture. Children and adolescents who work hard and achieve good grades are often seen as the ones most likely to succeed in their careers. Families and schools that strive to ensure their children are competitive seem to be on the right track. However, this outlook is only partially accurate.
While it is true that some young individuals excel due to above-average intelligence and may even be under-challenged, the focus here is on those whose potential is overstretched. These children are expected to deliver results that exceed their capabilities. In academic research, they are often referred to as “gifted.”
Educational expert discussing the impact of performance pressure on children.Image: AZ/zvg
“Always Higher and Always Better”
The emphasis placed by society on constant improvement and high achievement is creating an environment where children feel immense pressure to excel. This relentless pursuit of success can lead to significant mental health challenges, including anxiety and burnout, even at a young age. As the educational landscape continues to evolve, it is crucial to address these issues and foster a more balanced approach to learning and development.
In today’s educational landscape, the relentless pursuit of high performance is becoming increasingly problematic for many adolescents. The prevailing educational policies often emphasize a culture of achievement, which can overshadow the well-being of students.This focus on performance has been linked to a rise in mental health issues among young people, yet society tends to overlook this reality, preferring to attribute the challenges faced by students to overly ambitious parents.
such simplifications fail to address the root causes. the primary issue lies not with parents but with the educational system itself, which promotes an academic-centric approach and insists on “responsible parenting” as a prerequisite for children’s academic success. Consequently, many parents feel compelled to act as producers of their children’s achievements, pushing them toward high-performance environments.
This parental engagement can sometimes be excessive. It extends beyond the narrow focus on elite educational tracks to include children with less pronounced talents, who are often discouraged from attending lower-tier secondary schools. Additionally, students who struggle academically or exhibit hyperactive behaviors are frequently subjected to normalization through various therapies.
The Pressure to Succeed Begins Very Early
While not universally applicable,it is often the case that educational policies and economic factors treat performance pressure as an essential component of a high-achieving society. This mindset can lead to detrimental effects on children’s self-esteem and mental health, as the constant demand for good grades fosters self-doubt among many young learners.
The pressure to achieve high grades can lead some children to doubt their abilities.Image: KEYSTONE
As the educational system continues to prioritize performance,it is crucial to recognise the potential harm this can inflict on students. A more balanced approach that values individual strengths and well-being over mere academic success may be necessary to foster a healthier learning environment for future generations.
In today’s competitive educational landscape, the pressure on children to excel academically has reached alarming levels. Many young students are grappling with self-doubt and anxiety,stemming from the relentless pursuit of high grades. Research indicates that over 50% of children have sought therapy by the end of primary school, with more than 10% experiencing school-related fears and exam anxiety. This phenomenon has led to discussions among child and adolescent psychiatrists about the rising incidence of burnout and exhaustion-related depression in children.
Self-doubt is frequently enough linked to a diminished sense of personal efficacy,which refers to an individual’s belief in their ability to learn and succeed. High achievers frequently struggle with low self-efficacy, attributing their accomplishments to external factors such as luck or parental support rather than their own efforts. This mindset can create a cycle of fear of failure, where the focus shifts from achieving success to avoiding mistakes.
it is crucial to redefine what constitutes healthy performance and achievement in children.The expectation for constant high performance can be detrimental; instead, there should be an emphasis on fostering authentic growth and resilience. Children should be allowed to experience mediocrity, make mistakes, and learn from failures without the looming threat of disappointing their parents or teachers.
As society continues to prioritize high performance, it is essential to remember that the emotional well-being of children is paramount. The words of educator Heinrich Pestalozzi resonate strongly in this context: “The heart of children can live and act, but it does not always have to shine.” This perspective encourages a more balanced approach to education, one that values personal growth over mere academic success.
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