Education System Demands Shocking Uniformity Among Students

In modern schools, excessive egalitarianism is causing children to become increasingly fearful of competition. Even if something is beneficial, there is a tendency for them to avoid it if they think it will make them stand out. This tendency has reportedly intensified significantly since the COVID-19 pandemic.

 

We’ve seen this trend in the first part of the series, “Children Who Fear Standing Out.” What has been happening in schools since the pandemic? To shed light on this, I want to share insights from recent research, “Report: How Smartphone Parenting is Destroying Children,” which gathers voices from over 200 education professionals, ranging from preschool to high school. 

Part 1: Children’s Fear of Standing Out Highlighted in Education Report

Many teachers point out that the COVID-19 pandemic, which lasted nearly three years starting in 2020, significantly altered school systems. Before the pandemic, there was an atmosphere encouraging the development of students’ individuality. However, it seems that this atmosphere has shifted towards suppressing individuality as a result of the pandemic.

The principal of a junior high school in Aichi Prefecture explains:

“During the pandemic, it was all about ‘don’t do this’ or ‘don’t do that.’ For the sake of infection prevention, we stifled everything the students wanted to do and demanded the same discipline and lifestyle from everyone. After three years of this, the atmosphere of encouraging individuality has diminished in schools, and students, due to this trauma, have become less likely to express themselves.”

“Advancements in Internal School ‘Divisions’”

 

During the COVID-19 pandemic, schools enforced strict rules, requiring everyone to wear masks and adhere to regulations for everything from classes to lunch. Any deviation from these rules resulted in strict reprimands, such as “Wear your mask!” and “No talking!” As a result, children gradually stopped demonstrating independent thinking and behavior.

 

However, children have the ability to change their attitudes and actions if their environment changes. If schools eliminate the pressure for uniformity, children will likely regain their autonomy. The issue now is that even after the pandemic has ended, some schools continue to maintain these restrictive and management-oriented conditions.

 

Teachers point out that the pandemic led to increased “division” within schools. For example, one teacher from a different junior high school explains:

 

“During the pandemic, the rules at school changed drastically. While students used to spend break times wherever they wanted, now specific classes were assigned specific areas, like one class in the gym, another on the rooftop, and another in a certain section of the playground. Movement between classes was also prohibited.

 

Sports days were reduced to mornings only and were held separately for each grade. For instance, first graders had their sports day from 9 to 10 a.m., second graders from 10 to 11 a.m., and third graders from 11 a.m. to noon. While one grade was having their sports day on the playground, other grades had regular classes in their classrooms instead of observing or cheering.

 

Even though the pandemic has ended, these practices continue. What were once infection control measures are now maintained because they are convenient for managing students or reduce teachers’ workload. Some principals and boards of education call it ‘rationalizing sports days’ or ‘reforming teachers’ work practices,’ but do students actually want this?”

 

If such practices are widespread, it leads to increased division among students within the school, with their relationships becoming more insular. This, in turn, can lead to a heightened sense of conformity among the children.