FamilySchools play such a central role in the lives of our children and have a corresponding significant impact on family life. Yet public schools always impress me as operating in a vacuum, organizing schedules, curricula, and process as if they only have themselves to answer to. Few acommodations have been made to reflect the changes in the surrounding society.
In the meantime, family life is under attack from all sides. A majority of families have two parents working outside the home. A significant percentage has only one parent at home. Waves of immigration have resulted in many homes where English is not the primary language.
Children are suffering from diminished family intimacy. Childhood depression and anxiety have reached epidemic levels. There is very little down time for parent-child or husband-wife relationships. Mornings are chaotic, stressful launching times in many homes. Nightly re-entry isn’t much better. The struggle to get homework done is a major problem that strains family relationships.
Meanwhile technology has increased the intrusion of the workplace into the home for many parents. Marriages suffer because couples constantly push their relationship to the end of the needs list. And nearly everyone is sleep-deprived.
Schools need to be more attuned to these realities. I believe that there are two initial steps that public education can take that would make a significant difference in reducing the stress at home. In theory this would also lead to students arriving at school in a more rested and confident state, more open to learning. I am also going to suggest one other school-based change that would address a growing health concern – the rise in childhood obesity.
1. School Hours:
To save money, school systems have staggered starting times in order to use the same buses to pick up students of varying ages. The problem is that someone decided the oldest should be the first, resulting in most teenagers starting school between 7-7:30am. For some, this means getting up as early as 5:30am. This contributes to many problems. Sleep deprivation is substantial because adolescents stay up later. Considerable research data supports recognition of a diminished learning capacity in the earliest classes. School days often end between 2-2:30. Such an early release gives teens too much unstructured afternoon time, which is when many get into trouble.
Schools should reverse the pattern and have the youngest go first, as well as make 8am the earliest start time. Young children go to bed earlier and should be able to get sufficient sleep. Many go to after-school programs, so starting a little earlier wouldn’t pose a problem. By having the older children leave last for school they are available to care for younger siblings when parents have to leave early. Keeping teens in school until 3:30 or later reduces the hanging around time before the parents get home. By having them start school later, there’s less of an issue about their bedtimes and the problem of sleep deprivation.
This is a relatively simple change but it would put the family schedules in proper order.
2. Eliminate most elementary school homework:
From an educational perspective, the data is quite clear. Homework for elementary school children doesn’t build character or improve skills. What it does do is create a constant struggle between parents and children (and often between parents and teachers). Homework seriously reduces the relatively limited time parents have to actually enjoy their children. Furthermore, sending schoolwork home adds to the negative impact of socioeconomic factors that create barriers for many children and keep them trapped in a cycle of poverty.
Poor families have a significant rate of non-English speaking parents. They are less able to help their children with schoolwork than more affluent parents. It is not a level playing field and children are penalized for something they cannot control. Also in poorer homes, parents are more likely to have multiple jobs or night jobs and are less available to help their children.
Another issue is the impact of our high divorce rate. This results in children frequently transitioning from one home to another and often struggling to deal either with the break-up of a family or post-divorce conflict. Home life in these situations is not conducive to doing schoolwork.
Most homework is easily eliminated. A few assignments actually require activities outside of school. The rest doesn’t. “Practice work”, which is really what the majority of homework consists of, is best done in school where children can access teachers for help and learn the right way of doing things. This might require a longer school day or just a different way of scheduling. But eliminating homework at this level of schooling is very doable and would be an incredible benefit for everyone.
3. Extended physical education programs:
Obesity in children is rising at an alarming rate. Some of it is do to poor eating patterns of parents that are being passed down to their children. But a significant factor is the lack of exercise. Children are too sedentary. Many factors contribute to this including the over-reliance on structured sports programs for young children. Children were much better served, in multiple ways, when they simply went out to play every afternoon. Now many children stand around a lot at the practices and games of organized sports. Those children who are not into competitive sports feel left out and often do little in the way of strenuous activity.
Phys Ed has long been an under-appreciated part of schooling. Even at its best, it was too brief and infrequent to make a meaningful contribution to the health of our children. It’s time to change that. There should be a minimum of one hour per day of active recreational play. It should teach children activities that they can pursue as lifetime recreation. It can also focus on building social skills and trust as modeled by Outward Bound programs. While it would add to the length of the school day, it would also add some real fun to school. Public schools need to be more attuned to the world in which they function. As family life has changed schools need to make adjustments that reflect and accommodate these changes. It is in the best interest of the children and their families for schools to do so. In turn, this would likely create a more positive relationship between children, families, and schools. The result could be rested, happier children arriving at school ready to learn. Such an outcome means everyone wins!
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