Since its launch, the television series ‘One Day’ continually features in Netflix’s top-10 weekly list. The concluding episode features the main female character, Emma, who reflects upon words from Thomas Hardy’s Tess of the D’Urbervilles:
“[Tess] observed dates in their passing as part of the annual cycle. Personal dates peppered her calendar, including her birthday and days marked by events she was part of. One afternoon, she realised there was another date surpassing the far-reaching significance of all these; the date of her death. An elusive day, hidden among all others in the year, revealing no trace or echo as she journeyed past it annually. Nonetheless, it was there. When would it be?”
As a young girl, these words intrigued Emma, urging her to question beyond the obvious. Emma, the adolescent, stands as an archetype for countless youngsters we teach daily who possess a depth of thought beyond what we could comprehend. By not allocating them time in the academic schedule to delve into these thoughts, we endanger them of exploring these depths either unsupervised or solely among equals. Treading such territory is safer as a structured learning task within the confines of an academic framework, much like the Scouts’ motto to “leave this world slightly better than when they entered.” Given apt guidance, the journey towards leaving a lasting imprint might commence early on.
The current academic system appears less adequate to serve the evolved needs of the youth. The urgent dialogue we must initiate surrounds our strategy to address this inadequacy but we cannot embark upon this until we fully grasp the recurring challenges plaguing our schools, a readiness we appear far from achieving. Adding to the complexities is the increasing disgruntlement among long-standing stakeholders.
The significance of educators who dedicate their entire career to teaching is often overlooked. These individuals serve as the heart of discussions regarding the evolution of learning needs, especially considering that these needs are among the chief factors influencing decision-making within academic institutions. However, in Ireland, the input from these essential workers is routinely neglected, largely due to the absence of an effective platform that amplifies the voices of these educators. This lack of involvement frequently results in teacher dissatisfaction, which directly affects the quality of education students receive. The potential of teachers being disengaged or bringing a lesser contribution to their classrooms due to decreased motivation is detrimental to our students.
Issues within the education system extend beyond teacher participation; detrimental trends concerning the wellbeing of Irish teenagers are worryingly commonplace. These issues vary range from risky behaviours to premature exposure to adult-rated material, with many adolescents facing adverse consequences as a result. The advent of underage behaviours such as vaping and driving, previously non-existent issues, highlight the changing landscape. In addition, the shift from concerns about teens’ alcohol consumption to what they are consuming further compounds this issue.
A disturbing reality is the early sexualisation of our youth. Once upon a time, a simple glimpse into an adult magazine provided the extent of sexual exploration for these youngsters. Today, parents confide, often nonchalantly, about their efforts to regulate their child’s exposure to pornography. This begs the question – when and why did we shirk our obligation to guide and protect our young?
Some may point to Covid-19 as a significant turning point, but whether that’s true or not, the timing of these issues bears less weight than understanding their root cause. Grasping the underlying reasons behind these widespread problems is critical in devising strategies to better support and guide our youth moving forward.
A thoughtful reaction tends to be more impactful and relevant, often addressing actual issues. Currently, the idea of offering free books has been put forward, a provision that many households already possess. There’s no disputing that certain families required aid and backing, but schools didn’t desperately crave this help. Even more troubling is the fact that teacher training days for junior cycle reforms actively discouraged the usage of textbooks. Our primary objective was to enhance learner outcomes by adapting our teaching methods in a way that ensured student success. Thus, it seems illogical to participate in compulsory training days that contradict this objective, as it does little to restore confidence in the system for those who deliver education daily.
Today’s youths are seeking recognition and influence in the world they live in. Fostering meaningful engagement in the classroom, facilitated by properly skilled educators, can potentially provide them with a platform for making their impact, tailored to their age and life stage. The harsh reality that modern teens are confronted with includes rising mental health issues and abnormal levels of stress and depression. Investing in this area, rather than in textbooks, is what we need. Targeting the ‘well-being hours’ for teacher improvement can provide greater support for students dealing with complex life decisions. A genuinely successful educational system should create thriving adolescents as its lasting impact.