Early last year, our school opened the Wellspace, a sanctuary where teachers and students could unwind. Activities include yoga, journaling, and plenty of other mindful habits. Undoubtedly, this has been an amazing resource for everyone on campus as it provides an escape from the worries of school. But is it truly addressing the root cause of people’s stress? Or covering for a system that continuously harms students and staff alike?

When talking about American education, it’s impossible not to mention the No Child Left Behind Act, passed by President Bush in 2002. This legislation primarily focused on standardized testing and emphasized scores. Its mission was to ensure all children were progressing and meeting state-set standards. However, its most profound impact was on the attitude teaching took on.

Schools that didn’t score high enough could be penalized, putting immense pressure on staff. During this period, educators were focused on teaching students to do as well on tests as possible, instead of providing well-rounded lessons. This became known as “teaching to the test,” or “outcome-based education,” notoriously controversial methods. Robin Hardwick, a Ph.D graduate in education, stated,

“The narrowing of the curriculum for the benefit of high scores on standardized tests doesn’t promote the development of cognitive abilities. Additionally, it stifles teachers.”

Not only did it limit critical thinking and freedom, but it also caused rigid classroom environments where high scores were the only means of success. Luckily after 13 years of constant backlash, the No Child Left Behind Act was replaced by the Every Student Succeeds Act under the Obama administration.

Image by Nguyen Dang Hoang Nhu

Nonetheless, the effects of No Child Left Behind still permeate throughout our schools. Many educators are accustomed to this style of teaching and even find it beneficial because of its simplistic grading. Standardized tests provide easily comprehendable numerical values as to how students are performing, but this exact reason is why they’re so harmful. As mentioned previously, only considering scores fosters ruthless competition among peers. Furthermore, it doesn’t take into account a student’s problem-solving, creativity, or actual skill, but instead, the narrow-minded idea that the only way to be smart is through memorization. It leads to stress, depression, aggression, and feelings of inadequacy, the very reasons why the Wellspace was founded.

In an article describing the Wellspace’s grand opening, Cynthia Olaya, one of our school psychologists, was quoted saying,

“The goal of creating a wellspace at FVHS is to ensure that everyone on campus, including students, staff, and teachers, has a space that they can use to destress… then be able to return to their normal school day.”

Similar to how a person would dread going to work on a Sunday night, students and teachers may dread coming back to school, even if they had a break. Olaya likely didn’t realize this, but the Wellspace is just another step in the ongoing cycle, ultimately providing no solution to overworked staff and teens.

All in all, much more needs to be done to help the health of our school. No Child Left Behind has been detrimental to our education system and teaching as a whole, it can’t continue for any longer. The Wellspace is a piece of ducktape on a sinking ship, it’s short-sighted and built to conform to overachieving legislation. This quick fix only reinforces the unhealthy cycles students and teachers have endured for years. To address this effectively with long-term benefits, we need to continue supporting policies that modernize education and promote flexible, inclusive practices. Additionally, we must allow those at school to have personal choices within their communities. Whether it’s through encouraging them to voice opinions or choosing the structure of their courses, the time is now for us to repair the deep scars left by the No Child Left Behind Act.

Featured image by Tim Sloan