Why students don’t like school

August 5, 2019

For most modern adults, it is unthinkable when a child does not attend school. Truancy, absences, even elementary unwillingness to go to school is often an excuse to “screw the nuts”, to hold an educational conversation, to shame for laziness. Not all parents try to find out the reason for such unwillingness. Many experts say very seriously and argue that the problem is not the children, but the school and the system.

Not laziness, but statistics!

According to different estimates by psychologists and educational workers, more than 50% of children do not want to go to school. Think about it, more than half of children feel discomfort from the main source of knowledge for them. Depression, psychological trauma, and neurosis are all daily routine for school psychologists.

At the same time, the school is becoming a “truly” dangerous place, the statistics of crimes within the walls of educational institutions are growing, and reports of teenagers who attack teachers and classmates are becoming louder and louder.

Everyone and everyone except the school itself is blamed for this: the child, parents, friends, social networks, games and culture. In fact, you should look at the school system itself.

The line of fear:


From the first days of school, the fear of the teacher is instilled in the pupil. Fear and punishment are the main educators and tools with which they try to maintain formal discipline in the classroom. Respect for the teacher has been changed by fear, craving for knowledge by fear of not doing the job.

At the same time, many experts note that “craving for the subject & raquo; is directly proportional to the attitude towards the teacher. Many argue that “the teacher’s job is not to like, but to teach. This is a very dangerous path, because behind such “teaching” there can be a lot of unacceptable things. And it is certainly not the task and work of a teacher to frighten children. We are not talking about the education of ideals in a modern school, the example of a teacher for students.


The fear of the teacher is followed by the fear of error. Many people say that in school individuality is suppressed. Sorry, it’s yesterday, today students are afraid of making a mistake. A bad mark or an incomprehensible lesson is a reason to trespass, humiliation or even resentment.

Moreover, a mistake causes a bad grade, which in some way affects a student’s status. What can he write in there?” – more and more can be heard from teachers. At the same time, these are not only powerful blows to the psyche, self-esteem and motivation of the child, but also additional stress.

But mistakes in the learning process are inevitable, it is on their understanding and ways to eliminate them and learn. Edison, in his time, made many unsuccessful experiences before creating a light bulb. In life there will be no tick or the only correct answer, will have to constantly improve and dig to the right decision. Why then should students be afraid of making mistakes at school, where teachers must help them analyze and correct them?


And the school community is a separate, very hard topic. Today it is relevant both for teachers and psychologists, and for criminologists. Relationships with peers at school are called not only survival. The problem lies not only in adolescent psychology, the desire to stand out, but also in the position of teachers.

The collective is used as an additional instrument of influence. However, at the same time, teachers withdraw from work with the collective. In other words, it is resorted to only when it is necessary to influence a student or group of students, and what will happen next.

Unfortunately, this remains a problem for the students. In the opinion of psychologists and sociologists, the functions of socialization, inculcation of cultural norms, are failing. Moreover, methods of working with the team may complicate a student’s life in the future.

Cause and effect

On the one hand, all these problems lie in the disturbed education system. It has remained in the transition phase to where it is important to observe the “external forms” of the school.

The learning process remains dissatisfied with all participants:

  • Students and parents – stress and pressure before and after graduation and lack of knowledge;
  • teachers – low salary prestige to social insecurity;
  • Higher education institution – mismatch between students’ knowledge and actual requirements for entering a higher school.

On the other hand, the teacher has lost his former status as well. Low salaries in general education schools, high load, strict formal requirements – all this makes this job unattractive for competent specialists. In such a depressed environment, talented and qualified teachers themselves can experience serious stress.

Fear, as the main tool for working with schoolchildren, is imperfect in its essence. It can neither interest nor provide knowledge, its effect is very short-term, as opposed to negative consequences. It is important to note that such a depressing situation, although widespread, is not absolute.

In this case, one can advise to choose the school carefully, to look at the teachers, to talk to the child. With the development of information and communication technologies, it has become possible to switch to distance learning at school, which is not characterized by these problems.

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