With the ongoing challenges of remote learning, in-person classes, and the stress that comes with living through a global crisis, many parents are concerned that their children are falling behind in their studies. Our preschoolers might struggle with reading. Our third-graders might not have mastered their multiplication tables. Our fifth graders might be unable to identify themes in literature. Our high school students may lack adequate chemistry skills. But here’s the truth: your children are not falling behind.
We are currently experiencing an unprecedented global pandemic. No one is truly falling behind.
As a high school teacher, my partner often acknowledges that our educational system is designed to prepare students for the workforce or military service. In essence, we stop keeping children in school once they are ready to become productive members of society. This means that educational standards are not necessarily about knowledge, but rather about preparing individuals to work effectively within a capitalist framework.
What Does “Falling Behind” Really Mean?
Let’s delve into the concept of children “falling behind.” What exactly is the benchmark? A school administrator might proudly assert, “Standards!” But which standards are we discussing? “State standards! National standards!” However, as Rita Kohli highlights in her essay in Teacher Education Quarterly, these standards are often reflective of dominant cultural norms, particularly those of the upper-middle-class white population. Many standards are inherently biased by race and class, as noted in Jennifer L. Hochschild’s article in the Journal of Social Issues.
When we claim that children are “falling behind,” we are internalizing the inherently biased standards used by schools to evaluate them. Are we comfortable looking at our kids through a biased lens? If not, we need to stop labeling them as falling behind.
Children don’t magically become ready to read at age five. I attempted to teach my child to read at various ages—five, six, and even six-and-a-half. While my son could identify any amphibian in our yard, he struggled with basic letters.
Kids learn at their own pace. Accept it. Your child isn’t lagging behind due to the pandemic. If they are, the standards they’re supposedly missing are arbitrary and largely irrelevant.
Standards Designed to Produce Compliant Workers
The educational standards are built on a fundamental premise: every child, regardless of their background, is expected to graduate by age eighteen. Society has decided that adulthood begins at this age, where individuals can purchase tobacco, enlist in the military, marry, or make significant life choices. Once they reach eighteen, they are expected to enter college, join the workforce, or enlist in the military—essentially becoming components of the capitalist machine.
Thus, when children hit eighteen, there’s no longer a necessity to keep them in school. The pandemic has illustrated that schools often function as childcare for many families. Consequently, educational standards are structured to align with an eighteen-year timeline, requiring certain milestones to be met by specific ages.
For instance, children should ideally come to school knowing their letters to facilitate reading in kindergarten and improve their reading skills in first grade. These expectations are part of the established “standards,” which programs like Head Start aim to support. Even various political factions have promoted universal preschool to create a level playing field. Yet, the standards themselves go largely unexamined.
When we claim kids are “falling behind” these standards, we imply that they are not prepared for the workforce by eighteen. It’s a catastrophe! Such a notion suggests that by “falling behind,” your child has somehow failed a flawed capitalist system, and we penalize them for it.
The Wealthy Aren’t Viewed the Same Way
Consider this: it’s socially acceptable for a celebrity to take a gap year. However, if your child were to suggest an extra year of high school, the reactions would be quite different. There’s an expectation that a “gap year” involves self-exploration, yet most undertake it simply because they aren’t ready for college. Moreover, this break typically involves little to no academic work necessary for college admission. Wealthy individuals aren’t considered to be “falling behind” when they don’t develop at the same pace as less affluent peers; they’re simply taking time off!
They’re Not Actually Falling Behind on What Truly Matters
Your children are living through an extraordinary experience. They will forever remember COVID-19, and the lessons they’ve learned are invaluable. Every day, they’re gaining critical insights.
They’re understanding the discomfort of wearing masks, and they’re learning to make sacrifices for the health of others, especially the elderly and immunocompromised. My kids are committed to this cause, and we emphasize that protecting others is worth the inconvenience. They are not lagging behind in compassion.
They are also learning to coexist harmoniously. With three boys in the house, self-isolation has been a unique challenge. Yet, they are discovering how to collaborate, resolve conflicts, and entertain themselves in small spaces. They’re realizing their resilience. They may be behind in long division, social studies, and perhaps grammar, but in the face of a global pandemic, they are surpassing expectations with a strength I never knew they possessed.
Summary
In summary, the notion that children are falling behind academically during the pandemic is misguided. Instead, they are learning critical life lessons about empathy, cooperation, and resilience. The standards by which we measure their success are often arbitrary and reflect societal biases. It is essential to recognize that while they may not meet conventional academic benchmarks, they are thriving in ways that truly matter.