It’s no surprise that students often find themselves silently dozing during a history lesson, daydreaming during a biology nearpod, or flat out sleeping through a math lesson- we see it all the time. This is the daily scene in classrooms across the globe. For most students, school consists of unengaging lessons that do just about anything but peak their interest in what they are learning. Children are born with a seemingly insatiable appetite for knowledge that presents itself at a young age. There is a reason that children are inclined to make messes and get frustrated when something doesn’t go their way- they’re curious. Curiosity should be engaged instead of stifled in the classroom, how else are you supposed to learn?

 

We know that a constant stream of busywork is not conducive to education. Students need more creative, project based learning and a clear purpose to every assignment. If students are unable to see “the point,” of their assignment, they are unlikely to believe it is worth completing. But a lack of engagement in the classroom cannot be entirely blamed on teachers or students. The resource deficit in low-income school districts, low teacher salaries, and lack of motivation from both students and teachers are only parts of the puzzle. The big picture is the most concerning- either kids aren’t pushed to be curious, or they don’t want to be. 

 

The majority of American teenagers describe their mood during school as “bored,” or “tired,” according to a Gallup poll. In a survey of 467 high school dropouts, almost half cited boredom as a major factor in their decision to quit school. Classroom boredom often stems from repetitive, pointless tasks in which there is one defined answer and limited room for any further engagement with the material. Teachers are tired. Students are tired. This constant exhaustion and burnout leaves room for students to fall through the cracks.

 

There is a distinct pressure on students to perform well, which essentially means one thing: getting “good grades.” Students often find that they have to choose between really learning and understanding, or getting a good grade. Often, the pressure is debilitating. 

 

The fear of burnout often takes precedent over the desire for students to delve into the material they are being taught. In order to prevent academic fatigue, students often resort to obtaining a shallow understanding of the material in order to get a grade- the only thing that seems to bear importance. To IB Diploma Candidate Jackson Margerum, grades aren’t a positive motivator to learn anything more than what’s been assigned. “I usually feel a heavy sense of dread around the marking period deadline. Not because of tests or anything, but mostly the fact that the teachers know my grades, and I’m afraid that they’ll see me as lazy [or] dumb.” Grades are not an accurate representation of intelligence and they shouldn’t be treated as such. 

 

Even students who perform well on standardized tests feel the pressure to maintain good grades. In the effort to maintain their GPA, they resort to cheating. In a survey conducted in 24 high schools across the U.S throughout 2002-2015, 70,000 students were interviewed on academic integrity. 95% of the students surveyed admitted to cheating on homework, a test, or plagiarism. In fact, most students agree that it is okay to cheat in classes they do not find enjoyable. At first glance, it seems that students just don’t want to learn. The curiosity that sparked the push for public education seems to have flickered away. 

 

But that may not be the case. Letter grades are proving to be ineffective. Studies since the inception of the standard grading system have proven that grades make students disinterested in what they are learning and inspire them to take the easiest path. To McCaskey teacher Mr. Painton, “[Grades are] not an accurate indicator of intelligence because a lot of kids won’t take risks or step out of their comfort zone which is where they experience real growth. [Students are] afraid to take a risk and take a C.” 

 

Student’s self-worth is hanging in the balance between staying afloat and learning more than what’s required. Curiosity is not dead. It’s devalued. Students will succeed when we nurture their curiosity, not just their GPAs.