The Flaws in the Modern Education System: How Can We Address Them?

Pio Kim is a student I advised when I was still on Howard County Board of Education. His passion about education really impressed me. I gave him some advice on this article. I would like more people to read and appreciate his perspective on how to improve education.  

The work started in 2022 and the article was finalized in 2024.

Abstract: 

The conducted research presents a critical analysis of the modern education system, focusing on the negative impact of course workload, course usefulness, and the diminishment of student creativity on students’ mental health. The research argues that the current education system is perpetually flawed, leading to an overall detrimental effect on students’ well-being, and that the education system must prioritize the well-being of students by fostering an environment that allows for creative expression and provides relevant and engaging coursework. In this way students will not only benefit more from what they are learning, but are more likely to feel and be physically prepared for college and career after high school. Research highlights the need for prioritizing student well-being while maintaining academic success. This well-being includes many factors such as sleep, the use of substance abuse as a result of stress, and academic pressure. Through a comprehensive review of academic literature, research also highlights the need for collaboration among students, teachers, and parents to address these issues and create a positive and healthy school experience. Ultimately, the research concludes that it is essential to prioritize student well-being and establish a system that encourages academic success while maintaining a healthy mental and physical state.

Biography: 

Pio Kim is a junior at Marriotts Ridge High School, driven by an unwavering passion for the realm of education. With a formal tone, I have dedicated myself to exploring and understanding the intricacies of this field, recognizing its profound impact on individuals and society as a whole. Through my academic pursuits, I have consistently sought opportunities to expand my knowledge and engage with diverse perspectives. This commitment has not only allowed me to excel academically, but it has also enabled me to develop a deep appreciation for the transformative power of education. As a result, I actively participate in various educational initiatives, both within and outside of my school, with the aim of fostering an inclusive and empowering learning environment. I am determined to contribute positively to the educational landscape and make a meaningful difference in the lives of others.

 Introduction

The average student spends about 15 years of their life in school and 3-4 years at a university. Colleges certainly offer additional exposure, but many students find it challenging to adjust to the abrupt change that occurs in their lives the moment they enter a new institution. The modern education system is flawed in a way that leaves students unprepared for college and career. This can happen for a number of reasons, including a lack of emphasis on critical thinking abilities, teaching strategies that emphasize memorization, or obsolete curricula that don’t correspond to contemporary needs. Students might not have the information and abilities required to excel in higher education or the workforce as a result. Additionally, certain courses might not be useful or pertinent for the students’ plans to attend college or pursue careers. These problems may cause a gap between the knowledge that students are acquiring and the knowledge that they will actually need to succeed in the future. 

The course workload is another flaw in the school system. Many students are required to take an excessive number of courses, which can lead to an overwhelming amount of homework, studying, and test-taking. This workload can result in stress, anxiety, and burnout, which can have a negative impact on students’ mental and physical health. Furthermore, many schools’ early start times can interrupt sleep since some students may find it difficult to get to sleep early enough to acquire the required amount of rest. Students may experience fatigue and lack of concentration as a result, which makes it challenging for them to learn and perform to their full potential. Long-term effects of lack of sleep can be detrimental to both their physical and mental health. Many curriculums are structured around required courses, leaving little room for students to pursue their interests in depth. Overall, many students experience tremendous stress as a result of the pressure to achieve academically, which can have a detrimental effect on their mental and physical health. The pressure to succeed academically can also lead to a fear of failure, as students may feel that they must constantly perform at a high level in order to meet the expectations of others.

Thesis

Ultimately, the modern education system is perpetually flawed as a result of the course workload, usefulness of courses, diminishment of student creativity, leading to an overall detrimental effect on students’ mental health; therefore, it is essential that students, teachers, and parents all work together to provide a school experience that students benefit from while maintaining their healthy mental and physical state. 

Laborious Course Workload

A student’s time in high school is crucial since it is there that they are supposed to get a well-rounded education that will help them face the various challenges and experiences of the outside world. The workload of high school courses, however, can be laborious and not particularly helpful for students after high school. High school is an important time in a young person’s life, where they are meant to receive a well-rounded education that will prepare them for the challenges of the real world. However, the high school course workload can be laborious and not very beneficial for students after high school. 

Firstly, the high school course workload can be laborious because it is often focused on theory and memorization rather than practical skills. “Only 51% of students in the U.S. feel as though our public school system is providing our students with the skills needed to succeed in a changing economy, and 49% of students in the U.S. feel as though high schools are teaching students the skills they need to succeed at my particular workplace.” ((Mays, Keith, To Find Career Success, Students Need More Real-world Skills, (2021).)). While it is important to have a solid foundation of knowledge in subjects like math and science, students may find that they don’t use much of what they learned in high school once they enter the workforce or pursue higher education. “Only 2 out of 10 students feel highschool “very much” has or will prepare them with skills to join the workforce right out of high school.”  ((Mays, Keith, To Find Career Success, Students Need More Real-world Skills, (2021).)). This is because high school courses tend to focus on abstract concepts rather than the practical skills that will be useful in real-life situations. As a result, students may feel that their time and effort are being wasted on courses that are not directly relevant to their future careers. In addition, even employers feel the same way, “Increasingly, employers say they would hire more high school graduates, if they had the kind of real world experience that would better prepare them for work.” ((Mays, Keith, To Find Career Success, Students Need More Real-world Skills, (2021).)). 

Secondly, the high school course workload can be laborious because of the overemphasis on grades. In many high schools, the focus is on getting good grades rather than actually learning and understanding the material. This can lead to a culture of cramming and memorization, rather than deep understanding and critical thinking. Although good grades are important for getting into college or getting a job, they are not necessarily indicative of a student’s actual knowledge or skills. “Students are frequently not taught how useful and relevant life skills such as how to balance a checkbook, how to handle money and employment, or even some basic home economics skills. This leaves students to navigate life on their own after high school.” ((Nelson, Ava, American Education System Is Full of Flaws, (2019).)). This can be frustrating for students who feel that they are simply jumping through hoops to get good grades, rather than truly learning and growing as individuals. 

Thirdly, the high school course workload can be laborious because of the lack of choice. Many high school students are required to take a set curriculum of courses, regardless of their interests or career goals. This can lead to students feeling disengaged and unmotivated, as they are forced to take courses that they have no interest in or that do not align with their future career aspirations. This lack of choice can be particularly frustrating for students who have a clear idea of what they want to do after high school and feel that their time could be better spent focusing on courses that are directly relevant to their chosen field. 

Usefulness of Courses

In addition to being laborious, the high school course workload can also be not very beneficial for students after high school. This is because the skills and knowledge that students acquire in high school may not necessarily be applicable or useful in the real world. “94% of students agree that students learn best by experiencing the real world through opportunities like internships and job shadowing programs.” ((Mays, Keith, To Find Career Success, Students Need More Real-world Skills, (2021).)). This can be seen in the example: a student who spends hours memorizing dates and facts for a history exam may not actually develop the critical thinking skills that will be necessary to succeed in a future career. Similarly, a student who spends hours practicing calculus problems may not actually develop the problem-solving skills that will be necessary to succeed in a future job. “Schools should think about students’ growing bodies and brains and what they ask of them and when. Completing difficult homework after a long day of classes is not going to yield the same results as completing the same difficult homework after a night’s rest. How can schools better sync to students’ and families rhythms to maximize what kids can learn?” ((McShane, Mike, Can We Waste Less Time in School?, (2020).)). 

It can be clearly seen that high school course workload can be laborious and not very beneficial for students after high school. This is because it often focuses on theory and memorization rather than practical skills, places an overemphasis on grades, and lacks choice for students. While high school education is important for developing a broad foundation of knowledge and skills, it is important for educators and policymakers to consider ways to make the high school course workload more relevant and engaging for students, so that they are better prepared for the challenges of the real world.

Academic Pressure

In many societies around the world, academic pressure has become the norm. For many students, the urge to perform well academically has taken precedence above all other considerations. “The pressure placed on students to perform well in school in order to get into a good college is one of the main problems in the American educational system. Due to this pressure placed on students, they only care about performing well rather than understanding and gaining something from their education.” ((The Learning Network, What Students Are Saying about How to Improve American Education, (2019).)). Many societies have accepted the notion that a student’s value is decided by their academic success, which has had a negative impact on kids. Many children have experienced stress, anxiety, and even despair as a result of the pressure to perform well in school. Early in a student’s academic career, pressure to perform well in the classroom begins. As students advance through their academic careers, pressure mounts as they are expected to maintain high GPAs, take part in extracurricular activities, and volunteer. “The pressure to succeed academically can also lead to a fear of failure, as students may feel that they must constantly perform at a high level in order to meet the expectations of others. This can lead to feelings of inadequacy and low self-esteem, which can further contribute to mental health issues.” ((Shift, Mind, “College Students Say Academic Pressure Is the Most Common Cause of Mental Health Problems — and Not Just at Highly Selective Institutions, (2022).)). 

Cheating and Grind Culture

A culture of cheating has also emerged as a result of the normalizing of academic pressure. Children who are under pressure to do well in school may turn to cheating to advance. In addition to being unethical, cheating diminishes the value of education. “The pressure to get good grades can also lead to cheating, as students may feel pressure to succeed at any cost. This can create a culture of academic dishonesty and undermine the integrity of the education system.” ((Lens, Independent, How Today’s High School Students Face High Pressure in a Grind Culture, (2022).)). Cheating by students undermines the purpose of going to school because they are not learning the content. Lack of creativity and originality has also been caused by the pressure to perform well academically. Students who feel they must constantly achieve well in academics may believe they have no time for artistic endeavors. The emphasis on academic achievement might sometimes influence kids to choose occupations that are not rewarding but are seen as prestigious. “Research has provided evidence showing that as a student stays in school longer, the more detrimental the consequences are on his/her mental health.” ((Williams, Nicola, Dr., How does Education Affect Mental Health?, (2021).)). A culture of cheating as well as a lack of originality and innovation have also been brought on by the pressure. Recognizing the detrimental impacts of academic pressure and working to develop a more balanced and healthy approach to education are crucial for educators and parents. Education should strive to emphasize not just academic achievement but also personal development, creativity, and wellbeing.

In high school, where kids are expected to take numerous AP or IB courses, take part in extracurricular activities, and maintain a high GPA, the pressure is much greater. Given the intense rivalry for admission, the pressure is much greater for students who wish to attend prestigious universities. “Perhaps not surprisingly at this moment in history, when stu­dents discuss academic pressure as a cause of mental health, the most frequent explanation focuses on achieving external measures of success-securing a high grade-point average, or ‘doing well’ on an assignment or an exam.” ((Shift, Mind, “College Students Say Academic Pressure Is the Most Common Cause of Mental Health Problems — and Not Just at Highly Selective Institutions, (2022).)). Stress and anxiety are common among students who are under continual pressure to succeed academically. “Many internalize sky-high goals and subscribe to ‘grind culture,’ the youth version of ‘hustle culture.’ They feel guilty unless every moment is productive. Beyond developing their own perfectionism (which isn’t a good thing for academic performance according to a 2020 meta-analysis and paper), these kids end up living for the future rather than the present and compulsively comparing themselves to others,” ((Lens, Independent, How Today’s High School Students Face High Pressure in a Grind Culture, (2022).)). Because of this, lack of sleep, bad food habits, and even physical health issues might appear, one of the most extreme but unfortunately prevalent issues being suicide. “The rate of death by suicide for ages 10 to 24 increased nearly 60 percent between 2007 and 2018, according to the CDC, and other manifestations of psychological distress abound.” ((Lens, Independent, How Today’s High School Students Face High Pressure in a Grind Culture, (2022).)). 

Mental Health and Sleep

Additionally, because of this highly stressful environment for students, this often leads to negative impacts on their mental health and sleep patterns. “Teenagers require eight to ten hours of sleep per night, but CDC reports that almost 60% of middle school students and more than 70% of high school students don’t get enough rest on school nights.” ((Durrani, Anayat, 4 Benefits of Later School Start Times, (2022).)). The pressure to perform well academically, maintain extracurricular activities, and navigate social dynamics can be overwhelming for many students, and cause them to prioritize school and their activities over their own physical health, such as getting the recommended hours of sleep. Schools often prioritize grades and test scores over the well-being of their students, creating an environment where students feel the need to constantly excel. This can negatively impact students in a various amount of ways. “Because a lack of sleep can negatively impact digestion, heart rate, body temperature, immune system function, attention span, and mental health, this has serious health and wellbeing implications.” ((Urton, James, Teens Get More Sleep, Show Improved Grades and Attendance with Later School Start Time, Researchers Find, (2018).)). The consequences of this stress on students’ mental health and sleep can be significant. Schools can consider changing school start times to address this problem. “Benefits of later school start times include: better mental and physical health, improved academic outcomes, reduced risk of car accidents and injuries, and less tardiness.” ((Durrani, Anayat, 4 Benefits of Later School Start Times, (2022).)). Schools can also promote healthy sleep habits by providing resources such as sleep education programs and encouraging students to prioritize their sleep.

Substance Abuse

Detrimental physical health issues do not stop here, for substance abuse is also an issue directly linked to academic pressure. “Students who are feeling more pressure in school are more likely to abuse drugs, which could lead to many students getting drunk or high. Almost 40 percent of students reported getting drunk or high, and a significant portion of this was a direct coping mechanism for academic pressure.” ((James, Christopher, “NYU Study Examines Top High School Students’ Stress and Coping Mechanisms, (2015).)). Alcohol is a common way for students to cope with academic pressure and the laborious course workload. “‘Substance use for stress relief was a predominant theme in our interviews with students, over two-thirds of whom described substance use as both endemic to their social experience and as a method for managing stress,’ says Dr. Charles Cleland, a study investigator. Alcohol and marijuana were described as the primary substances students used for relaxation.” ((James, Christopher, “NYU Study Examines Top High School Students’ Stress and Coping Mechanisms, (2015).)). To address the issue of school-related stress, schools must prioritize the well-being of their students. This can include implementing policies that promote mental health, such as providing access to counselors or mental health professionals. Additionally, schools can consider adjusting their academic requirements to reduce stress on students, such as eliminating unnecessary standardized testing. 

Limitations on Creativity

The educational system is set up to offer students a wide variety of education and information. Nonetheless, despite its admirable goals, it occasionally limits a student’s curiosity and enthusiasm. Because they are frequently limited to the subjects and coursework covered in class, students are unable to fully explore their areas of interest, students’ future educational and professional aspirations may be adversely affected by this restriction. “Students are forced to adapt to redundantly emphasized and meaningless standards, which causes them to lose their innate originality. The ‘education’ that schools provide is not only harming students, but is preventing them from reaching their maximum potential in areas of study or art where they are truly passionate and talented at.” ((Robinson, Sir Ken, Do Schools Kill Creativity?, (2006).)). Because most schools utilize a standardized curriculum, this is one of the main reasons why kids can’t fully explore their areas of interest. What a student is required to learn in a certain grade level or subject is mandated by this curriculum. Because of this, students are unable to identify their areas of interest or what they are strong at without exposure to a variety of subject areas. They may have an uncertain future as a result of this, which may leave them unsure of their next course of action. “Having a job requires a sense of adulthood and responsibility. Because an occupation requires independence and effort to accomplish their goals on their own, the results will be a reflection of the lessons students have learned in high school and college.” ((Svitak, Adora, Does School Prepare Students for the Real World? This Teen Speaker Says No, (2015).)). 

How can we address these issue?

To solve this problem, parents and the educational system should work together to introduce students to real-world professions and subject areas. Visits to nearby firms, internships, and mentorship programs can all be planned by the educational system. Students can use these opportunities to discover how their interests can be put to use in practical situations, and they may find internships or careers that they are interested in. Parents can help their kids by introducing them to a variety of interests-aligned extracurricular activities and hobbies. This can inspire students to pursue new opportunities and even find their passion. The school system and parents should be working together to raise educated students. Offering elective classes that cover a wide range of interests, encouraging students to participate in extracurricular activities, and giving them access to tools like books, online courses, and mentorship programs are all examples of how to achieve this. Schools may help kids develop a lifetime love of learning and possibly make a positive impact on society by fostering a culture of inquiry and discovery.

All of these elements may combine to negatively impact students’ mental health, causing them to experience stress, frustration, and feelings of inadequacy. Recognizing these problems and working to create solutions that put students’ wellbeing and mental health first are crucial for educators and institutions. In order to give students a positive and helpful school experience, it is essential that students, teachers, and parents collaborate. Each group contributes something special and significant to this process, and cooperation is necessary to get the finest outcomes. The educational process is centered on the needs of the students, who also directly affect students’ personal wellbeing. They need to be inspired to look after their emotional and physical well-being and to express their wants and worries to parents and instructors. In order to provide a welcoming and supportive learning atmosphere, the cooperation and attitude of teachers is essential. Together, students, instructors, and parents may design a learning environment that encourages healthy student wellbeing and creates a more effective and engaging learning environment where students feel appreciated, respected, and encouraged to succeed.

Works Cited

• Durrani, Anayat. “4 Benefits of Later School Start Times.” U.S. News and World Report, 26 Aug. 2022, http://www.usnews.com/education/k12/articles/benefits-of-later-school-start-times. Accessed 29 Nov. 2022.
• James, Christopher. “NYU Study Examines Top High School Students’ Stress and Coping Mechanisms.” NYU, 11 Aug. 2015, http://www.nyu.edu/about/news-publications/news/2015/august/nyu-study-examines-top-high-school-students-stress-and-coping-mechanisms.html. Accessed 13 Dec. 2022.
• The Learning Network. “What Students Are Saying about How to Improve American Education.” The New York Times, 19 Dec. 2019, http://www.nytimes.com/2019/12/19/learning/what-students-are-saying-about-how-to-improve-american-education.html. Accessed 11 Sept. 2022.
• Lens, Independent. “How Today’s High School Students Face High Pressure in a Grind Culture.” PBS, 27 Apr. 2022, http://www.pbs.org/independentlens/blog/how-todays-high-school-students-face-high-pressure-in-a-grind-culture/. Accessed 19 Dec. 2022.
• Mays, Keith. “To Find Career Success, Students Need More Real-world Skills.” Ewing Marion Kauffman Foundation, 12 Oct. 2021, http://www.kauffman.org/currents/students-need-real-world-skills-for-successful-careers/. Accessed 8 Nov. 2022.
• McShane, Mike. “Can We Waste Less Time in School?” Forbes, 15 Jan. 2020, http://www.forbes.com/sites/mikemcshane/2020/01/15/can-we-waste-less-time-in-school/?sh=429c714263d2. Accessed 18 Oct. 2022.
• Nelson, Ava. “American Education System Is Full of Flaws.” PHS News, 28 Mar. 2019, phsnews.com/11584/opinions/american-education-system-is-full-of-flaws/. Accessed 3 Oct. 2022.
• Robinson, Sir Ken, performer. Do Schools Kill Creativity? TED-Ed, 2006. TED-Ed, http://www.ted.com/talks/sir_ken_robinson_do_schools_kill_creativity/transcript?language=en. Accessed 27 Sept. 2022.
• Shift, Mind. “College Students Say Academic Pressure Is the Most Common Cause of Mental Health Problems — and Not Just at Highly Selective Institutions.” KQED, 7 Dec. 2022, http://www.kqed.org/mindshift/60098/college-students-say-academic-pressure-is-the-most-common-cause-of-mental-health-problems-and-not-just-at-highly-selective-institutions. Accessed 19 Dec. 2022.
• Svitak, Adora. “Does School Prepare Students for the Real World? This Teen Speaker Says No.” TedEd, 25 Aug. 2015, blog.ed.ted.com/2015/08/25/does-school-prepare-students-for-the-real-world-this-teen-speaker-says-no/. Accessed 8 Nov. 2022.
• Urton, James. “Teens Get More Sleep, Show Improved Grades and Attendance with Later School Start Time, Researchers Find.” University of Washington, 12 Dec. 2018, http://www.washington.edu/news/2018/12/12/high-school-start-times-study/. Accessed 29 Nov. 2022.
• Williams, Nicola, Dr. “How does Education Affect Mental Health?” Medical News and Life Sciences, 17 Oct. 2021, http://www.news-medical.net/health/How-does-Education-Affect-Mental-Health.aspx. Accessed 13 Dec. 2022.