Imagine a transparent educational system that openly acknowledges its competitive nature and the lasting impact of its outcomes.
I wanted to write this article, inspired by the work of Dr Naomi Fisher, to talk about the current education system, where parents and students would be informed that they are enrolling in a twelve-year selection process. Upon completion, a predetermined 30% will be deemed failures, another 30% successes, and the remainder placed somewhere in between. These classifications are rigid, implying that regardless of individual effort, some will inevitably fall short.
The competition commences subtly, disguised as playful activities aligned with childhood interests. Yet, even during this introductory phase, we would be assessing students' potential for future success. Underperformance would be flagged, prompting interventions aimed at altering the trajectory of those deemed "at risk." This "early intervention" would essentially separate students into potential winners and losers.
The playing field is inherently unequal
Factors like socioeconomic background, learning disabilities and developmental pace create imbalances from the outset.
Despite this, the prevailing narrative would emphasise effort and adherence to instruction as the sole determinants of success. The responsibility for lagging performance would always fall on the student or their family, a concept framed as "accountability."
To maintain engagement, the significance of this competition would be heavily emphasised. Parents would be made aware of the lifelong ramifications of their child's placement, encouraging consistent participation to maximise the chances of success. This approach ensures that the onus of blame for underachievement rests with the student and their family, effectively deterring them from questioning the system itself.
Some students, with clear foresight, may choose to opt out. Their resistance, expressed vocally or behaviourally, would be attributed to disruptive behaviour or inadequate parenting. Extensive evaluations would be conducted to pinpoint the cause of their noncompliance. The financial burden of these assessments and subsequent interventions would fall on the families themselves.
As these students enter their teenage years, the competition intensifies, with the prospect of failure looming large. Maintaining their enrolment becomes a challenge, necessitating stricter control measures. We would justify these measures as a "last chance" for them to excel, framed as tough love for their own benefit. Continued participation is presented as an absolute necessity for them to avoid plummeting further down the ranks.
By the age of sixteen, the competition culminates in standardised testing, a single metric used to evaluate young individuals with vastly different levels of maturity, neurological development, and lived experiences. Their futures are shaped by the results of this one-size-fits-all approach.
This competition extends far beyond the confines of testing. It shapes how students perceive themselves and their place in the world. They learn to equate self-worth with outperforming their peers. The winners, many of whom were once students themselves, establish the system's parameters for the next generation. The voices of the "losers" are rarely heard.
By openly acknowledging the competitive nature of education and its lasting consequences, could we foster a movement for change?
A system that prioritises individual growth over rankings, fostering a sense of self-worth regardless of standardised scores.
😊 A Smile and a Thought 🤔
I participated in 'Show and Tell' today. I showed everyone my test and told them it was a 'modern art project' called 'The Struggle is Real.'
“Put yourself in the black school shoes of the very unhappy child who’s been told unless they get back to school & work harder their life is over. They believe it. They think they will be lifelong failures & lose hope. Children trust us. Let’s stop using that to create fear.” - Dr Naomi Fisher
Dr Naomi Fisher is a UK clinical psychologist, author and EMDR trainer, specialising in trauma, autism and alternative education.
Comments