Why do i not like school: 10 COMMON REASONS WHY STUDENTS SAY THEY DON’T LIKE SCHOOL – CLC Academy

Опубликовано: May 12, 2023 в 7:29 pm

Автор: alexxlab

Категории: Miscellaneous

Five Reasons Kids Hate School and How You Can Help Them

Last updated on October 31, 2018 By MPGteam

1.

Homework

Why it can be a challenge: One of the earliest home battles related to school is often homework. When to do, how to do it, where to do it, how much to help, etc. While some schools do not introduce homework until later grades, it inevitably becomes part of the daily school routine at one point or another. Homework takes away from time that can otherwise be spent doing a preferred after school activity, socializing, or just relaxing. Students may struggle with homework for a variety of reasons including: learning differences, executive function deficits or stamina.
What you can do: Research tells us that homework does not hold much added value in terms of learning. Parents should have a realistic conversation with their children’s teachers at the beginning of the year to ask a few key questions: 1. How much time can my child expect to spend on homework each night? 2. How does homework factor into their grades? Is there a consequence if they do not complete all the homework each evening? And 3. How much help and supervision should I be providing for my child? The answers to these questions can help you structure what homework time should look like in your house. For example, if the teacher explains that they want the students to work for 30 minutes each evening and parents should not be assisting their children, then homework time may look like a timer being put on for 30 minutes and you making sure your child is actively working rather than helping them. Having these answers will help to formulate expectations and allow you to further frame the role of homework for you child. Furthermore, you can work with your child’s teacher to identify if any of the challenges listed above (learning differences, executive functioning challenges, etc.) may be a factor, which can put you on the correct path in seeking an evaluation and professional treatment.

2. Friends

Why it can be a challenge: All children experience ups and downs in friendships, as well as periods of loneliness. Establishing and maintaining friendships over time is difficult and can be compounded by different variables at school. While these sorts of challenges may be typical at all ages, bullying is never acceptable and should be addressed immediately. Bullying is different than teasing in that there is an imbalance in the peer relationship.
What you can do: Talk to your child about how he or she is feeling. It is important to always encourage your child to talk to you or a trusted adult at school if they are being bullied or they feel excessively worried in social situations at school. If you notice continued sadness or anxiety, consultation and treatment with a licensed psychologist is recommend. Cognitive Behavioral Therapy is the gold standard in evidence-based treatment to address internalizing disorders.

3. Standardized Testing

Why it can be a challenge: standardized testing is now part of the fabric of education. Curriculum is geared toward testing, and most schools will institute testing only focused work at one point in the school year. Additionally, there are outside tutors and programs designed to help students study for standardized tests. Many students struggle with various aspects of testing: academic pressure, testing environment, time constraints, method of testing, etc.
What you can do: Talk to your child about the role of testing in their education. While testing is important, continue to prioritize other preferred activities and educational activities. This means it is important to not disrupt your child’s schedule for adding test prep, unless absolutely necessary. Work with your child to assess what is difficult about the testing. This may mean having a conversation with the teacher or a neuropsychological evaluation to determine if any testing accommodations may be necessary. Testing accommodations include: extra time, separate location with smaller amounts of kids, multiple day testing, etc.

4. Sleep

Why it can be a challenge: Sleep is critical to all cognitive functioning. Lack of sleep or not getting enough sleep can mimic many psychological disorders, including ADHD, Anxiety and Depression. Additionally, many school days start very early, which can be especially problematic for older children in middle or high school. Many times students are also up late completing homework and staying connected via social media. The combination of these two factors can lead to lack of adequate sleep. It is also important to mention that sleep is not cumulative, meaning lack of sleep cannot be “made up for” on the weekend.
What you can do: Stress the importance of good sleep hygiene in your home. This means setting a bedtime routine and sticking to it as consistently as possible. Screens should be avoided right before bedtime as well. If your child has to wake up very early for school, bedtime routines should start earlier. Keep in mind that is important that your child also have time to relax before bedtime. For older children with personal electronic devices, these can be stored outside their bedroom to ensure that bedtime really means bedtime. Remember the recommended amounts of sleep per age: school age children (9-11 hours), teenagers (8-10 hours) and young adults (7-9 hours).

5. Teachers

Why it can be a challenge: Just like children have different styles of learning, all teachers have different styles of teaching. If your child’s teacher is not a great match, that can lead to daily difficulty in school. This can manifest in greater distractibility, behavioral concerns, academic struggles, as well as worry and sadness.
What you can do: Talk to your child’s teacher. Assess the expectations of the classroom as well as your child’s ability to meet those expectations. Discuss accommodations with the teacher that may help your child become more successful. Examples include: movement breaks, alternate seating arrangements, classroom jobs, etc. If the situation does not improve, a trained psychologist or behavior therapist will be able to observe the classroom and make specific recommendations.

Written by Ariel Kornblum, PsyD, BCBA, LBA

Filed Under: Child & Adolescent Therapy, Parenting & Family Therapy

2022: What do kids like and dislike about school? This is why it matters – and we can do something about it

May 30, 2022

Story By
Penny Van Bergen, UOW; Linda J Graham, QUT; Callula Killingly, QUT; Jenna Gillett-Swan, QUT

Photo By
Shutterstock

Type

Opinion Pieces

How did we research dislike for school?

Our recent study investigated associations between school liking and factors that previous research suggests make students more likely to stay in school or leave: teacher support, connectedness to school, and the use of detentions, suspensions and expulsions.

Our aim was to learn how we might be able to improve schooling from the perspective of students who like it the least. We surveyed 1,002 students in grades 7-10 from three complex secondary schools. These are the grades and types of schools with the highest suspension and lowest retention rates.

We wanted to find out how these students feel about school and teachers, as well as their experiences of exclusionary discipline, and whether there were important differences between those who said they did and did not like school.

What did we find?

The good news is that two-thirds of our study sample said they like school. Almost half of these students said they had always liked it. One of them said:

“Love it. I’d prefer to live at school. Like, if Hogwarts was an actual place, I’d go there.”

Worryingly, one-third of students said they do not like school. Although school liking was highest in grade 7, most students indicated their dislike began in the transition to high school.

“Yeah, it was probably as soon as I hit high school. Year 7 things got a lot harder.”

This dislike appears to increase over time, with grade 9 having the highest proportion of dislikers. These patterns correspond with suspension rates, which double in grade 7 and peak in grade 9.

Source: L. Graham et al, Frontiers in Psychology, 2022, Author provided

What do students like and dislike most?

Our suspicion that students in these two groups like and dislike different things about school proved correct. While “friends” was the most-liked aspect of school for both groups, a much higher proportion of school likers than dislikers chose “learning”. I feel like every day I go to school, I just flex my knowledge. I like to learn. Learning’s alright.”

By contrast, a much higher proportion of dislikers chose “breaktime” as their most-liked aspect. The attraction became clearer through interviews:

“What do you like most about school?” […] “Break. So I get to see my friends.”

A similar pattern emerged for the least-liked aspects of school. A much higher proportion of dislikers than likers selected schoolwork, teachers and discipline policy as the aspects they disliked most.

“Pretty much work, because they give you all the assessments and expect it to be done so quick […]”

These findings are fairly intuitive and resonate with previous research with students with a history of disruptive behaviour who also nominated schoolwork and teachers.

The previous study found an interesting connection between the two. Students who find learning difficult will often clash with teachers whose job it is to make them do their work. Some teachers are kinder and more supportive in how they do that than others.

High school is especially difficult for these students because they have to navigate more teachers and are not good at “code-switching” to meet diverse rules and expectations.

“It was hard because you go from having a teacher the whole term who would let you do stuff and then if you tried to do that in another class, it would just be like no, you can’t do that. Yeah, and they just yell at you.”

Students who clash with teachers also tend also to experience exclusionary discipline. In our sample, not liking school was significantly associated with having received a detention, suspension or expulsion in the past 12 months. Forty-one percent of dislikers reported having been suspended (versus 14% of likers).

Our analyses also found large differences in students’ ratings of teacher support. Dislikers provided lower ratings on every item.

The highest-rated item for both groups was: “My teacher always wants me to do my best. ” The lowest was: “My teacher has time for me.” The largest difference between groups was for “My teacher listens to me.”

Relationships between teachers and students can be improved and educators do not have to wait for governments to act. A simple start would be for school leaders to implement student-driven school change to address issues from the perspective of all students, but especially those who say they least want to be there.

As for government policy, the findings from our study highlight one possibility for consideration. When Queensland shifted grade 7 from the primary phase to the secondary phase in 2015, steps were takens to better support children in their first year of high school. Support included a core teacher model, when one teacher takes the same students for English and humanities or maths and science, reducing the number of teachers that students have to navigate, and dedicated play areas for grade 7 students to help reduce anxiety.

The findings from our study of three Queensland secondary schools suggest that initiative may have had some success for up two-thirds of grade 7 students at least. Yet, if school liking declines in grades 8 and beyond, mirroring the rise in suspensions, is it not time to consider whether grade 8s and 9s may benefit from more intensive pastoral care?

We could always ask them!

Linda J. Graham, Professor and Director of the Centre for Inclusive Education, Queensland University of Technology; Callula Killingly, Postdoctoral Research Fellow, Centre for Inclusive Education, Queensland University of Technology; Jenna Gillett-Swan, Associate Professor in Education, Wellbeing and Children’s Rights, Queensland University of Technology, and Penny Van Bergen, Professor in Educational Psychology, University of Wollongong

This article is republished from The Conversation under a Creative Commons license. Read the original article.

Why I don’t like school. Composition.

Why I don’t like school.

Composition.

[Sep. 18th, 2003| 09:17 am ]

Alika

They were talking about school here…
I still stand by the idea that social skills can be developed side by side.
And studying – I’m always annoyed by the loss of time. Individually – you can put it all much closer and faster. Especially in elementary grades.
Rummaging through the memory of my school years, I recall boredom, boredom, a feeling of lack of rights, devotion to some kind of arbitrariness in the guise of a teacher. My sister, having entered the university, could not get used to this freedom. I go, he says, during classes along the corridor. Meet a teacher. I internally shrink – and he is past! Can you imagine – no one stops me and does not scold me that it was me along the corridors … after the call …
From the spiritual, only my first literary woman is remembered. While reading Paustovsky – in his loving description of the wonderful world – I wrote essays, desperately trying to get closer to that feeling of miraculousness that I wanted to give my life – and she once said, in front of the class, reading out my “How I spent my summer” (the sky is like blue curved glass, an old wild apple tree, a sandy cliff, from the edge of which I put my hand into swallow holes and, pulling out a hot little body, let it fly from my hand) – it seems to me that we will hear about A.

– when she becomes a real writer .. .
And two of my mathematicians are already in high school. A detective search for a solution, an unexpected move, the beauty of an invented shortening of the path, pure joy from how harmoniously and successfully the numbers line up. There I learned to think not in boxes and kilograms, but in abstract pure reality. As they show in films about the future – people move their hands in the air, transferring parts, combining, collecting and disassembling – information, a solution path – instead of an intermediary in the form of a keyboard and screen space … So I still like mathematics. When you see a solution without substituting numbers…

That’s all, perhaps, from the training:(
And tactless at the level of rudeness is cool…- Well, why did you hang your cakes? 8th grade, in front of a bunch of people at recess…
What about me? the threads pulled out my long hair, we hastily sweep away this white scratch … We return, carefully knock on the door . ..
– Have you eaten all the cheesecakes in the buffet?
-We’re not in the canteen… (with our eyes we signal so desperately)
– Where were you?
Even more desperate eyes – well, how can we…
From the depths of the class, a nasty boyish laugh:
-they sewed tights in the toilet!
Cackling…
It seemed to me that I should be left with a little heat and a pile of white ash – instantly! Only a needle to glisten, released from the fingers…0003

Comments:

FROM: Compgraf
2003-09-19 04:57 AM (UTC)

is very black.
I have about the same attitude towards
studies.

Something just irritated me talking today about school and how it is absolutely necessary for becoming. ..0011
2003-09-19 06:54 am (UTC)

The same crap with the school… In the primary grades, in general, the Gestapo branch was somehow uniform. I remember that our class teacher and her colleague from a parallel class developed a “super-effective tool for improving academic performance.” It consisted in the fact that the students who received unsatisfactory marks for the control were lined up at the break along the wall in the corridor with notebooks open for public viewing in the place of these most ill-fated marks.
I was lucky, I was an exemplary student, I never stood at the wall with a notebook, but I must admit that this memory still causes a semblance of rage in me. Despite the fact that I am a very calm person by nature.
Another amazing method of education by our class teacher was aimed at combating truants of physical education. They were forced to take off their dresses and go to the gym in what was left, that is, in tights and T-shirts.
I also remember a couple of episodes when the guys pissed in class because the teacher didn’t let them go to the toilet, saying that they are already adults (elementary school, grades 1-4) and can be patient.
But it was the best school in the region… and not just anywhere, but in Moscow.

freaks 🙁

Ten years without the right to the right …

that’s exactly why I hate my school I’m probably a bastard :)))))))))) ?
Do you think that humiliation at school is a necessary life lesson? social experience, so to speak?

from: Donna_anna
2003-09-22 05:47 am (UTC)

From: donna_anna
2003-09-22 11:33 a.m. Probably, that’s why I stick around in the internet: it allows me to communicate without encroaching on my living space in a global sense :)))))) It would be even worse with home schooling.

And there are so many people like me now, one might say, a disease of a generation. So something like this is still needed. Question about teachers.

12 things I hate: why kids don’t like school

12 things I hate: why kids don’t like school – Locals

Twitter

Every first Friday in October, it is customary to congratulate teachers on their professional holiday, along the way swearing to them eternal love for the school in general and for their subject in particular. We decided to break school tradition and do the opposite by asking 12 students about what pisses them off at school.

Sonya, 1st grade.

I don’t like Sasha, with whom they put me. I want to sit with Anya. Well, or with Andryusha – at least he does not hide my hands.

Dima, 2nd grade.

I don’t like school because I have to carry a briefcase. And I also don’t like , for doing homework and telling texts.

Masha, 3rd grade.

Well, I like the school itself. But homework is just awful!

Dasha, 4th grade.

I don’t like Mondays because of the knowledge of the world and the Russian language. Still do not like computer science – it has nothing to do. The teacher screams, but there is nothing to do.

Sasha, 5th grade.

I don’t like school because some lessons are boring, there are too many subjects. I also don’t like it because the breaks are short, and because we don’t play football at physical education.

Andrey, 6th grade.

Sometimes I get bored in class and take out my phone. And teachers constantly select him – for this I do not like.

Ira, 7th grade.

I don’t like school because I can’t get up early and travel far to get there. And the bag is heavy because of the pile of textbooks. More like May.

Doina, 8th grade.

We have something like a school uniform, I can’t stand it. We all go as from an incubator.

Katya, 9Class.

I don’t understand why we need extra items. Why can’t we, like in America, choose the ones we like. Why should I go to physics and mathematics if I like the liberal arts?

Vera , Grade 10 .

I am in the 10th grade. There are comments, of course, but I especially feel sorry for the kids in our school – primary classes. How do their teachers treat them?! Horror, constant screams, rudeness …

Zhenya, 11th grade.

I’m the head girl and it sucks.

Lesha, 12th grade.

I hate short breaks because you can’t eat properly. By the way, about food. I don’t like the way they feed in our canteen, and after the 4th grade I appear there only in case of complete hopelessness.