We say ‘Children are a product of their upbringing’.
Children behave both positively and negatively based on learning or treatment at home.
But we never really hear children are a product of their school environment. Which is quite surprising when you think how much time a child spends in school or at home doing school work.
Schools have created a system which is very rigid and in many aspects based on expectations, milestones and achievements based on models depicting, the “perfect child“. If they do well, great it’s because of school. If they don’t, it’s the child fault, the families fault – never the school.
I work with lots of children with anxiety. Most have emotionally based school anxiety and are either out of school, struggling to attend, high absences or part-time timetables. In many cases, these children are Neurodivergent children.
This means that the Neurotypical world and expectations of a child their age is often unachievable. This could be reaching certain academic standards, or the ability to plan organise and manage time. This can either be an inability to sit still and be quiet like expectations require. When a child can’t meet the expectations defined in the social and educational models they are often considered difficult, as having behavioural issues or low academic achievers.
Children thrive when they are provided with a suitable environment that caters to their unique needs and abilities. Mainstream schools, with their established rules, boundaries, and expectations, may not always be the best fit for every child. Some children may require alternative educational settings that offer greater flexibility, personalised approaches, and a focus on their specific strengths and interests.
By creating a supportive environment that embraces individuality and accommodates diverse learning styles, children can have the opportunity to manage better and unlock potential.
You can’t force a square peg in a round hole without creating damage…