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School Life: A System That Often Builds Boundaries and Suppresses Potential

From the moment a child enters school, they are placed in a system that claims to be designed for their development. They are told that school is where they will learn to think, grow, and become successful. And while this is true in some ways schools do offer structure, basic education, and exposure to society the same system also builds invisible walls. These walls often create boundaries that confine creativity, block exploration, and sadly, ignore or even destroy the natural talents and unique identities of children.

Number 1 : One of the most obvious ways school limits children is through its focus on uniformity. Students are expected to learn the same subjects, sit in the same classrooms, follow the same rules, and achieve the same goals. Whether a child is gifted in painting, writing, coding, or dancing—none of it matters if it doesn't fit neatly into the academic boxes of mathematics, science, language, or history. The same exams are used to judge every child, and success is defined only by how well they perform in those fixed categories.

This is harmful because not all children learn in the same way. Some are visual learners, others are more hands-on. Some think in pictures, others in words. But schools rarely allow room for different types of intelligence. Instead, the system teaches children that if they don’t score well in written tests, they are not smart or capable. This belief crushes self-esteem and makes children lose trust in their own gifts.

Number 2 : Young children are naturally creative. They draw, sing, imagine, explore, and ask endless questions. But as they grow older, the school system begins to shape them to "fit in." Imagination becomes something extra, something reserved for “free periods” or art class (if they're lucky). Most of their time is spent preparing for exams, memorizing facts, and trying to give the “right” answer—leaving very little space for creative thinking or problem-solving.

This approach discourages risk-taking and limits the child’s ability to think outside the box. In real life, creativity is what leads to innovation and progress. But in school, children are often told to color inside the lines, to follow instructions exactly, and to never question the textbook. Those who break this pattern are often labeled as “disruptive” or “undisciplined,” even if they are simply thinking differently.

Number 3 : One of the most dangerous effects of the school system is how it teaches children to fear failure. From a very young age, children are taught that getting a bad grade is something to be ashamed of. Failing a test can mean punishment, embarrassment, or the feeling of not being good enough. Instead of seeing mistakes as opportunities to learn, students begin to see them as proof of their worth.

This fear blocks exploration. If a child is afraid of failing, they will avoid taking chances. They won’t try new things, won’t ask risky questions, and won’t step outside their comfort zones. This creates a generation of people who are skilled at memorizing and repeating information, but scared of experimenting, failing, and growing. In reality, almost all great discoveries and talents are developed through trial and error—not by always getting things right the first time.

Number 3 : Discipline is important. Children need boundaries to feel safe and to learn responsibility. However, the kind of discipline found in many schools goes beyond helpful structure—it often becomes a method of control. Children are told when to speak, when to sit, when to eat, when to go to the bathroom, and even how to think. Their schedules are packed from early morning to late afternoon, leaving little time for rest, reflection, or self-directed learning.

Worse, children who do not easily adapt to this routine are labeled as “problematic” or “naughty.” This label follows them throughout their school years. But often, these children are not disobedient by nature—they may simply be curious, energetic, or different. Instead of nurturing these differences, the system tries to silence or correct them, making the child feel like there is something wrong with who they are.

Another issue is the intense pressure to perform well. In many schools, students are constantly compared to one another. Class rankings, report cards, gold stars, and awards all send the same message: "Your value depends on how well you perform in a specific area." This puts an unhealthy focus on competition, rather than growth. Instead of enjoying the process of learning, students are taught to chase grades. Instead of collaboration, they are pushed into silent competition.For children who are naturally talented in academics, this might not seem like a problem. But what about the child who shines on stage, or the one who builds amazing things with their hands? These talents are often seen as “hobbies,” not valuable skills. As a result, these children may start believing their talents are unimportant or worthless simply because the school does not recognize or reward them.

Number 5 : Despite spending 12 or more years in school, many students graduate without learning basic real-life skills. They might know how to solve complex algebra problems, but they don’t know how to manage money, cook a meal, resolve conflict, or take care of their mental health. These essential life skills are either completely ignored or lightly touched upon in outdated ways.

At the same time, schools often don’t adapt to the changing world. While the world is moving toward technology, digital creativity, communication, and emotional intelligence, many schools still use the same textbooks, teaching methods, and rigid curricula that were used decades ago. This creates a mismatch between what children learn and what they actually need to thrive in the real world

Number 6 : Emotional Well-Being Is Overlooked

A child is not just a brain; they are a complete human being with thoughts, feelings, dreams, and struggles. Unfortunately, the emotional side of children is often ignored in school. Teachers may be overworked, classrooms overcrowded, and the focus too much on completing syllabi. In such environments, children who feel anxious, depressed, or confused have nowhere to go.

Mental health support is often missing, and even when it exists, students are rarely encouraged to use it. Children are not taught how to express emotions in healthy ways. Instead, they are expected to “be strong” or “tough it out.” This lack of emotional care can leave deep scars, especially during teenage years when children are most vulnerable and need understanding rather than discipline.

Number 7 : The school system thrives on standardization—the idea that all children should reach the same level, at the same time, in the same way. But human beings are not machines. They grow at different rates, have different strengths, and come from different backgrounds. A one-size-fits-all system does not support this natural diversity.Children with learning differences, for example, are often made to feel inadequate because the system is not built for them. Likewise, children from poor backgrounds may struggle because the system doesn’t account for inequality. Talented children may become bored, while struggling ones may feel hopeless. This environment does not allow children to be themselves. Instead, it teaches them to change who they are to fit in.

Number 8 : Children are born with curiosity. They are naturally drawn to certain things—music, animals, nature, design, language, numbers, building, helping others. But school rarely takes the time to notice or nourish these natural leanings. The system focuses more on what society thinks is important rather than what each child truly loves.This disconnect leads many children to grow up not knowing what they are passionate about. They may graduate with degrees, but no sense of purpose. They were never allowed to explore freely, to fail safely, or to spend time developing a true interest. Many adults later struggle with questions like “What do I love?” or “What am I good at?”—questions they should have been encouraged to explore during their school years.

While the current school system has many flaws, change is possible. The first step is to recognize that education should not only be about academics—it should be about growth. Children need to be treated as individuals with unique strengths, not just as numbers on a report card.

Here are a few ways school could be improved:

Focus on Strengths – Schools can help children identify their strengths early and give them time and tools to grow those strengths.

More Choice – Giving students more freedom to choose their subjects, projects, and learning styles allows them to explore what truly excites them.

Creative Time – Every child should have regular time to create, build, draw, sing, or imagine—without fear of being judged.

Emotional Education – Schools must teach empathy, emotional awareness, conflict resolution, and mental health care.

Updated Skills – Life skills like financial literacy, communication, digital skills, and self-care should be part of the curriculum.

Less Pressure – Instead of ranking students, encourage progress and personal growth. Allow students to develop at their own pace.