What do kids like and dislike about school? This is why it matters – and we can do something about it
- Written by: Linda J. Graham, Professor and Director of the Centre for Inclusive Education, Queensland University of Technology
“School SUX!”
We’ve all heard it and some of us have felt it. It’s such a common sentiment that parents and teachers might be tempted to dismiss it. After all, school is good for you! Like vegetables. It is something you have to have, whether you like it or not.
But does the intrinsic “good” and compulsory nature of school education mean we should ignore students who say they don’t like it? Or that we shouldn’t try to make it more palatable?
Feeling positive about school is associated with higher attendance, better classroom adjustment and engagement, and higher academic achievement.
Students don’t have to love school to experience these benefits. Even those who like school will dislike aspects of it: subjects they aren’t good at, having to get up early, lack of tuckshop options, and so on.
But, for some students, dislike for school can become pervasive – they dislike almost everything about it.
Some of these students may drop out of school, which has serious implications for their future job prospects, financial security and quality of life. So, yes, it matters a great deal if students don’t like school and it’s important to know why, so we can do something about it.
How did we research dislike for school?
Our recent study investigated associations between school liking and factors that previous research suggests make students more likely to stay in school or leave: teacher support, connectedness to school, and the use of detentions, suspensions and expulsions.
Our aim was to learn how we might be able to improve schooling from the perspective of students who like it the least. We surveyed 1,002 students in grades 7-10 from three complex secondary schools. These are the grades and types of schools with the highest suspension and lowest retention rates.
We wanted to find out how these students feel about school and teachers, as well as their experiences of exclusionary discipline, and whether there were important differences between those who said they did and did not like school.
What did we find?
The good news is that two-thirds of our study sample said they like school. Almost half of these students said they had always liked it. One of them said:
“Love it. I’d prefer to live at school. Like, if Hogwarts was an actual place, I’d go there.”
Worryingly, one-third of students said they do not like school. Although school liking was highest in grade 7, most students indicated their dislike began in the transition to high school.
“Yeah, it was probably as soon as I hit high school. Year 7 things got a lot harder.”
This dislike appears to increase over time, with grade 9 having the highest proportion of dislikers. These patterns correspond with suspension rates, which double in grade 7 and peak in grade 9.
