Part I: https://schoolsofthoughtny.wordpress.com/2013/11/22/toxic-to-the-core-kids-and-stress/
Part II: https://schoolsofthoughtny.wordpress.com/2013/11/25/it-is-easier-to-build-strong-children-than-to-repair-broken-men-pt-2/
Some great insight on student anxiety related to education, from the author of the study Denise Pope is discussed in the article Homework’s Emotional Toll on Students and Families
Denise Pope’s study, on which the article was based, has not yet been released, but similar work by Denise Pope, et al discusses homework/edu stress on kids and is worth reading.
In the last three years, lead articles in newspapers such as The Wall Street Journal (Keates, 2007), The Philadelphia Inquirer (Boccella, 2007) and The San Francisco Chronicle (McMahon, 2007) have directed attention to what some are calling an
epidemic of student stress in our nation’s top schools. These articles describe how the pressure that students feel to succeed has led to rampant cheating, sleepless nights, and increases in depression, drug use, and self-mutilation or cutting. In this article, we present empirical data that corroborate these alarming reports, and we offer recommendations for developing healthier school environments that promote student engagement and well-being.
The author’s conclude:
In response to the overwhelming workload at her school, one student makes this
plea: Don’t push students farther than their limit. All my teachers say, “I’m treating you like this because that’s how you’ll be treated in college.” Guess what? I’m not in college; I’m 15 and in high school FOR A REASON.
This student is right. The physical and mental health tolls depicted above are not
appropriate for any youth, and educators and parents need to be aware of the extent of the problem and attuned to the signs of student stress.
The Challenge Success program is not advocating that teachers water-down their
curricula or eliminate homework or even abolish tests and exams, but we see the negative ramifications of a system that pushes students too far, and we know that schools can achieve similar positive results without the undue pressures.
Powerful stuff isnt it? So, why arent NYSED and Regents et al listening? SMH…..