by Sid Rowell
Headmaster
Recently the documentary film “Race to Nowhere” has been screened in several local venues and is generating a good bit of discussion. This movie chronicles the lives of several students who mainly attend affluent public schools on the West Coast. The film’s producer, Vicki Abeles, was compelled to produce the film as she witnessed all three of her children evincing stress-related symptoms in the face of overwhelming demands in the pursuit of “college resume building”. Some of the concerns highlighted in the film include too much homework, early specialization in one sport, too many scheduled activities, over emphasis on AP curriculum and the problems inherent in standardized testing.
Secondary schools are largely influenced by the colleges with respect to meeting admission requirements. Given the exploding number of students applying to college, the bar keeps rising for high school graduates. Duke and Princeton received 30,000+ applications this year for freshmen classes of less than 1700. These days, colleges look for students who have demonstrated success in a challenging academic program and students with high test scores. They then examine an applicant’s involvement in sports, music, clubs, community service, etc., to demonstrate a student’s high level of talent, competence and leadership. The latter clearly promotes “specialization” and the former directly endorses AP and SAT test preparation.
Schools, especially independent schools such as Gill St. Bernard’s, are also heavily influenced by parents who wittingly or unwittingly contribute to the anxiety driven ‘Race to Nowhere,” whether their child is an 11th grader or a kindergartener. Expectations are high (and not always realistic) and schools’ college lists are constantly dissected by current and prospective parents. Although I do not find myself interacting with a lot of “Tiger Moms,” everyone wants the best for their children, and for their children to be exceptional. While we as educators understand this desire, it presents a number of challenges for schools.
Gill St. Bernard's School has resisted many of the excesses highlighted in the Abeles’ documentary. With parental support, we will continue to try to be reasonable in our expectations, to educate the whole student, to advise wisely in the college selection process, and to contribute to the overall well-being of our young people. We strive to promote balance in the lives’ of our students, to support them in exploring their many interests, and to encourage them to take educational risks. However, more is required. Our students also need to breathe the fresh air as they walk outside between classes, to laugh and even to gaze at the clouds from time to time. These things, too, are an important part of a meaningful and reflective life and are ultimately, one of the things that makes GSB such a special and unique school community.
As parents and educators, we need to think deeply about what we truly value. This is the starting point of any thoughtful and honest dialogue about student stress levels. All of us need help with learning to manage our own anxiety if we are going to help our children with theirs. Perhaps clarifying our own values is a first step. For now, schools are caught between the two powerful forces of parent and college expectations.
