Abstract
“School SUX!”
We’ve all heard it and some of us have felt it. It’s such a common sentiment that parents and teachers might be tempted to dismiss it. After all, school is good for you! Like vegetables. It is something you have to have, whether you like it or not.
But does the intrinsic “good” and compulsory nature of school education mean we should ignore students who say they don’t like it? Or that we shouldn’t try to make it more palatable?
Feeling positive about school is associated with higher attendance, better classroom adjustment and engagement, and higher academic achievement.
Students don’t have to love school to experience these benefits. Even those who like school will dislike aspects of it: subjects they aren’t good at, having to get up early, lack of tuckshop options, and so on.
But, for some students, dislike for school can become pervasive – they dislike almost everything about it.
We’ve all heard it and some of us have felt it. It’s such a common sentiment that parents and teachers might be tempted to dismiss it. After all, school is good for you! Like vegetables. It is something you have to have, whether you like it or not.
But does the intrinsic “good” and compulsory nature of school education mean we should ignore students who say they don’t like it? Or that we shouldn’t try to make it more palatable?
Feeling positive about school is associated with higher attendance, better classroom adjustment and engagement, and higher academic achievement.
Students don’t have to love school to experience these benefits. Even those who like school will dislike aspects of it: subjects they aren’t good at, having to get up early, lack of tuckshop options, and so on.
But, for some students, dislike for school can become pervasive – they dislike almost everything about it.
Original language | English |
---|---|
Specialist publication | The Conversation |
Publisher | The Conversation Media Group |
Publication status | Published - 30 May 2022 |
Externally published | Yes |