“People don’t go to school to learn. They go to get good grades, which brings them to college, which brings them the high paying job, which brings them to happiness, or so they think.”
—Kevin Romoni, Grade 10, Doing School
Kevin was one of five students I shadowed for a year at a high-achieving high school in Silicon Valley. His classmates echoed his belief that future success was inextricably tied to high school performance. This narrow notion of success as defined by grades, test scores, and college admission ultimately took its toll on these teens. The pressure to over-achieve led to high levels of physical and emotional distress and exhaustion.
The students’ stories and voices became a critical call to action and a catalyst to starting Challenge Success, a nonprofit school reform organization that advocates for a more comprehensive definition of success to foster school environments where students thrive both academically and emotionally. Our interventions include the Challenge Success School Program, parent education and professional development workshops, and our student survey, the Stanford Survey of Adolescent School Experiences.
Defining the Problems
Since 2007, Challenge Success has surveyed more than 100,000 middle and high school kids in high-achieving public and independent schools across the country. We have found that Kevin’s narrow definition of success is overwhelmingly prevalent. In our fast-paced culture, kids are busy in and out of school, often maintaining schedules that are more hectic than those of the adults around them. Many students and parents feel they have no choice but to continue, day after day, at this frantic pace. They believe the prospect of a good education, future employment, and financial security are at risk if they don’t. But this “more is better” lifestyle takes a toll on student well-being and learning in many ways.
Our research shows that high school students get, on average, about six and a half hours of sleep each night, even though medical experts recommend eight to ten hours of sleep for healthy development. We know that there is a correlation between sleep deprivation and depression, anxiety, memory function, bullying, and car accidents in adolescents, according to the Stanford Medicine News Center.
Academic Worry and Emotional Distress
Nearly 75 percent of high school students surveyed report being often or always stressed by schoolwork. In fact, the National Association of Health Education Centers reports that academics are the leading cause of stress for middle and high school-aged students, and that prolonged stress can be debilitating.
Almost 40 percent of high school students we surveyed reported “doing school,” working hard but rarely finding schoolwork interesting, meaningful, or valuable. The pressure to perform often leads to a loss of engagement with learning and perpetuates a culture of “robo-students” — students who focus on getting the grades but do not find intrinsic motivation, meaning, or joy in the process. Our research shows that students who are not fully engaged affectively, behaviorally, and cognitively are less likely to achieve in school and more likely to suffer from symptoms such as depression and anxiety.
Cheating and Drug Use
When students are under pressure and lack sufficient sleep, they often engage in cheating behavior. Challenge Success research shows that 88 percent of high school and 75 percent of middle school kids admit to cheating in one form or another. Students tell us that “it’s cheat or be cheated,” and they feel they have no other options but to break the rules. Health professionals have also observed an increase in the overuse of prescription stimulants such as Adderall and Ritalin, known as “study drugs.” Many adolescents believe that study drugs help them stay up and focus, and they are unaware of the severe health risks associated with abusing prescription medications.
All Kids Need Their SPACE in School
So, how do we break this cycle? How do we change our schools to emphasize meaningful and joyful learning and a broader definition of success? Challenge Success has used its research-based SPACE framework to guide solution-focused reform efforts with more than 150 schools in our School Program since 2003.
We typically begin working with our partner schools by surveying students to identify the school’s most pressing concerns, and we ask each school to bring a multi-stakeholder team — administrators, faculty, parents, counselors, and students — to our annual conferences. We encourage each school to examine its specific circumstances and then create a site-specific plan for change with a Challenge Success coach. Each school’s needs are unique and solutions can focus on one or more of the SPACE framework categories. For instance, schools might focus on professional development for deeper, interdisciplinary learning, and they may decide to strengthen teacher-student relationships via advisories.
One School’s Spotlight on the “S” in SPACE
Photo Credits: Woodside Priory School
One NAIS-member school, Woodside Priory, a 6–12 grade day and boarding school of 350 students in Northern California, participated in the Challenge Success School Program for several years. The school has shown extraordinary growth in the “S” category of SPACE, examining “students’ schedule & use of time.” Specifically, Woodside Priory recognized that student engagement and well-being could be improved by addressing two highly interrelated issues: the bell schedule and homework practices.
A Saner School Schedule
The school schedule has a substantial impact on engagement, teaching, and learning; it affects the entire school community and is an important lever for school improvement. Woodside Priory’s leaders recognized the need to make a change to the bell schedule based on results from the Challenge Success student survey. After learning that their students were only getting on average 6.5 hours of sleep each night, they decided to move the start time of the school from 8 a.m. to 8:30 a.m. four days a week, and to start even later (9:45 a.m.) once a week. This allowed students the opportunity for additional sleep each morning, and had the extra bonus of increased professional development time for faculty.
That year, they also changed from a traditional schedule to a modified block schedule. This meant that students had five classes per day for 65 minutes each, instead of seven classes for 45 minutes each. Students felt the benefits immediately. With more time in each class, they had more opportunities to engage deeply with the material and felt less rushed throughout the day with fewer transitions.
The shift to a block schedule also dramatically changed how students experienced homework. In the past, kids typically had homework from seven classes, every night. In a block schedule, students only had homework due for the five classes that met the next day. The result was that students had more control over how they managed their homework load and had more flexibility after school and in the evenings.
Homework: Quality vs. Quantity
Educators, parents, and students often confuse the concepts of “rigor” and “load.” Rigor is associated with depth of learning and mastery of a subject matter. Load is a measurement of the amount of work that is assigned to students. Research shows that students in courses that assign more hours of homework do not necessarily experience greater mastery or in-depth understanding. Because of this, Woodside Priory sought to reduce the daily quantity of homework and increase the quality of their assignments. They decided to place student learning, engagement, and well-being at the forefront of their new approach to homework.
The In-Class Experiment – Homework Week
To get started, Woodside Priory’s Head of Upper School Brian Schlaak asked all teachers in the upper school to allow 30 minutes during each class period to get homework done in class for one week.
Here is what they learned:
- Teachers learned that students take varying amounts of time to do homework; some get stuck and need help right away, and others are done in ten minutes. This challenged teachers’ assumptions about how much time was actually needed to complete each assignment.
- Teachers learned that sometimes students don’t understand the purpose of a homework assignment and, as a result, can perceive it as “busy work.”
- Teachers noted that they saw an increase in the quality of the students’ work — students had time to ask the teacher for assistance during class and they seemed more engaged.
- Teachers noticed that many students were not using appropriate note-taking methods when reading assignments for class. This observation prompted teachers to support students with additional guidance and study skills to reduce wasted time on tasks and to increase retention and mastery.
- Students learned that they can be much more productive with homework when they aren’t on social media or other distracting devices, when they aren’t exhausted at the end of the day after sports practices and other extracurricular activities, and when they have a designated amount of time to focus on their work.
Woodside Priory’s Homework Week exercise led to a fruitful discussion and support for teachers to experiment with many different approaches to homework, including: self-graded assignments; revise and resubmit opportunities; homework-free nights, vacations, and classes; and optional homework. Teachers worked on better aligning their homework assignments with the enduring understandings of their courses, and observed which approach to homework seemed best for reducing load while maintaining appropriate rigor.
This year, the school continues to focus on enduring understandings, coupled with authentic assessment work, to eliminate extraneous content and busywork, and they are orienting their curriculum around five learning competencies — communication, collaboration, creativity, critical thinking, and resilience.
We know that school reform can be a daunting task. Rather than focusing on educational fads, our strategies are founded in educational research and built to have long-lasting effects in schools.
As a result of our work with schools across the country, students:
- sleep more,
- cheat less often,
- engage in learning,
- worry less,
- feel supported by teachers, and
- perform just as well or better in school.
By embracing a new definition of success, we are ultimately defining what we value. Our students shouldn’t have to choose between health or stress, and academic rigor or engagement. By challenging the current, narrow view of success, students, families, and schools can find a healthy balance and thrive.
More information about the SPACE Framework and our research can be found in our book, Overloaded and Underprepared, white papers, and vodcasts. Continue this conversation on Facebook and Twitter.