Children’s Fear of Standing Out Highlighted in Education Report

Last year, at a certain elementary school, the relay race at the sports festival was cancelled.

 

When the teachers selected a few of the fastest children from the footrace as relay runners, many of them voiced the following response:

 

“Please do not select me as a relay runner. Otherwise, I will be absent from the sports festival.”

 

About 70% of the selected children expressed a desire to decline. 

It seems they decided to have the children hold hands and cross the finish line together.

Relay races used to be a highlight of sports festivals. However, recently, there seems to be an increasing number of children who dislike being selected because they fear being “out of place,” “standing out,” or “being watched by others.”

When did and why has this situation come about?

In his recent book *”Report: How Smartphone Parenting Is Ruining Our Children”* (Shinchosha), the author interviewed over 200 education professionals from daycare centers to high schools, shedding light on the impact of modern society on children. I would like to examine the current state of the anxieties that today’s children face.

 

“Dislike being recognized” or “Dislike being awarded” 

Schools are environments where dozens to hundreds of children live together in groups, inevitably leading to competition. 

In tests, artistic creations, achievements in club activities, competitions, and debates, children compete with their peers, striving to show better results to gain an advantage.

However, recently, there seems to be a growing tendency among children to avoid such competition. A principal at a middle school in Tokyo comments on this trend.

“Competition was a given in schools of the past. In both studies and grades, if you achieved better results than others, you were recognized and your social status in class improved. However, in recent years, there has been a noticeable increase in students who dislike exposing themselves to such competition. What they commonly express is a desire not to ‘stand out.'”

The principal provided the following example to illustrate where such feelings might arise.

• An increasing number of children dislike being told “Well done” or “You’re excellent” by teachers during class. While teachers intend to praise them, students perceive it as “standing out” and may even act out or do the opposite to avoid attention.
• More children are avoiding recognition ceremonies for achievements in club activities or competitions. On the day of the awards, some students choose to skip school or arrive late to avoid being honored.
• There is a growing reluctance among students to become captains in club activities. Some children view leadership negatively and avoid taking on such roles.

There have always been a certain number of children who are uncomfortable with being in the spotlight. However, according to teachers on the ground, this proportion has been increasing. Just like in the opening relay race at sports day, some schools are reaching a level where events like contests, cultural festivals, and extracurricular activities are becoming unsustainable.

The principal says:

 

“At school, there are children who excel in academics, those who are good at drawing or singing, and those who excel in sports. As educators, we hope to build their self-esteem not only by recognizing academic achievements but also by praising them for their talents in various areas.

 

However, it turns out that children who excel in these fields often have a strong desire to avoid the spotlight. This raises the question of what the purpose is of giving scores or awarding them in front of everyone if they don’t want to be recognized.” 

It seems that this is also happening in other areas.

Why do children think this way? A principal from a middle school in Aichi Prefecture explains:

“Students dislike standing out, both positively and negatively. They strongly desire to be uniform and fear drawing attention to themselves. This could be described as a desire for conformity. Being the same as everyone else provides stability and reassurance. Even the slightest deviation and standing out from the group is something they find terrifying and unbearable.”

As a result of seeking conformity. 

On the surface, modern educational settings are said to be encouraging children to take initiative. By thinking for themselves and engaging actively, they are expected to establish their identity and build their own status. However, the situation described by the principal seems to contradict this goal of education.

The principal continues:

“In terms of schools, I think one significant factor is the shift since the introduction of relaxed education policies, which aimed to eliminate competition and emphasize cooperation. Previously, schools encouraged competition through relative evaluations, pushing students to stand out. However, this approach changed to one where everyone is expected to work together equally.

In an environment where equality is prioritized, students tend to suppress their individuality and avoid standing out. This might be what has led to the concept of being ‘out of place.’ For today’s students, standing out seems to only carry the risk of being viewed negatively by others.”

Indeed, schools have become more focused on equality compared to the past, which is generally seen as a positive development. However, the principal points out that in some cases, this focus on equality has gone too far.

 

For example, the school introduced earlier decided to eliminate rankings altogether. As a result, during races, whether a student is fast or slow, everyone ends up crossing the finish line holding hands. Similarly, in classes, even if students provide off-target answers or opinions, they are praised. In another school, practices such as banning seconds on school lunches and having teachers assign play areas during recess have been implemented.

 

When school policies on “equality” become this excessive, it’s understandable why students might be motivated to avoid standing out. According to teachers, the COVID-19 pandemic has intensified these trends significantly. In the follow-up article, “Equalizing Theater Performance Times: The Shock of the Modern Educational Landscape,” the current trends in education will be explored. 

Part 2: Education System Demands Shocking Uniformity Among Students