What do students think about school? This question helps us to understand the learning attitude of students. If they look at it in a positive way, they will motivate themselves and work hard. It will also be easier to teach them. However, negative feelings are associated with ineffective learning and aversion to school. We then see students with fear of going to school.
Several studies show us alarming data about how many students drop out of school. For example, research shows that between 28% and 35% of students do not want to go to school. These statistics indicate how serious the situation is. So we have to solve this problem. After all, motivation is fundamental in the learning process.
This is even more worrisome if we assume that most of us, including children, have an innate motivation to accumulate knowledge and realize ourselves.
The school is an institution that should in principle be intended to meet this need. However, that is not the case. This leads us to conclude that certain factors negatively influence the way students view school events.
Pupils with fear of going to school reject school
The fear of going to school is the central factor that largely explains why students reject school. For these students, going to school causes a high degree of stress.
This elicits an avoidance response. It’s a response that occurs when the body feels that the fear of going to school is more important than the satisfaction we get from learning and the self-actualization we can feel when we go to class.
We must also remember that negative and short-term factors (such as the fear of going to school) have greater power than positive and long-term incentives (such as the self-actualization that comes with going to school).
So why do students suffer from the fear of going to school? In order to analyze this issue, we should change our premise. We have to put ourselves in the situation of a child going to school.
If we do this, we will immediately realize that they have an overly full schedule. They are also under a lot of pressure to perform. The classes are boring and their motivation is low.
From Monday to Friday, children get up every morning to attend classes for 6 to 8 hours. In addition, they have to complete a series of school tasks every day when they get home. This takes another 2 to 4 hours. If they want to pass their exams, they will have to study for about one hour a day.
If we put it all together, we have a total of about 50 to 65 hours a week. This is much longer than a legal working week. Many parents also fill the rest of their children’s time with extracurricular activities.
The result is a great fear that results from the fact that the children do not have free time. And this in turn causes a rejection of the school and everything the school stands for. School is not interesting for them. No matter how much it may be connected to what they know. Leisure is essential for every child.
High pressure to perform leads to school anxiety
Our education system uses a certain way of evaluating. Usually reports are drawn up in the form of letters or figures related to the school performance. This system is extremely competitive. Students with good grades are commended. The children with poor results will be reprimanded.
We also very often attribute these failures or successes to the student alone. In fact, teachers are responsible for their students.
This situation causes tension among the students. They feel pressured to get the best scores in the class. They also forget that learning is their ultimate goal. The aim is to absorb knowledge and acquire the ability to seek out information and resources.
What effect does this have on students who fail to meet performance expectations? The pressure to perform increases the likelihood that those students will feel anxious.
Imagine a school that focuses on what students lack and strengthens their strengths. This school does this rather than pressure the students to pass exams.
It’s easy to imagine that the fear of performing would disappear. After all, students should not have high standards. They will therefore no longer see the evaluations or tests as threats.
Lessons based on passive learning
This factor does not directly influence the fear of going to school. It does, however, indirectly encourage students to reject the school. If the lessons are not sufficiently engaging and interesting, the students will be less motivated to learn.
What does this mean? The desire to learn will disappear in any student as soon as they are confronted with a little bit of fear.
Teachers usually give lectures during the lessons. The students must then memorize the information without questioning anything. Thinking actually often causes furrowed eyebrows.
The students therefore learn in a superficial way. This kind of learning is really boring and not very motivating. It differs little from other commands such as memorizing a list of numbers.
Some students are motivated to learn. The new knowledge must be relevant to them. You can achieve this through active learning. We must encourage them to explore intuitive theories and see reality in a new way.
A good education system does not cause the pupils to be afraid of going to school. We cannot force them to learn. Self-realization must therefore be that inner motivation that puts them on edge.