‘Race to Nowhere’: Are students working harder and hurting themselves in the process? Local parents and experts weigh in.
Vicki H. Abeles, a mother-turned-filmmaker from Lafayette, Calif., says her new film, “Race to Nowhere” was inspired by a series of wake-up calls that made her look closely at the pressures children are facing today.
“I saw the strain in my children as they navigated days filled with school, homework, tutoring and extracurricular activities. But it wasn’t until the crisis of my 12-year-old daughter being diagnosed with a stress-induced illness that I was determined to do something,” she said.
That determination resulted in a remarkable documentary The New York Times has called a “must-see movie.” The film exposes a culture of young people driven by pressure to perform, causing America’s schools to become more competitive than ever. In an effort to understand what was fueling these pressures, Abeles began interviewing students, parents and teachers across the country, and meeting with top education and child development experts at Stanford University and other leading institutions. She was stunned to learn of the soaring rates of youth depression and anxiety, eating disorders, cutting, prescription drug use, and suicide. She began to see how widespread these problems were — crossing economic and geographic lines — and how powerless people felt to address these issues in the face of current education policies focused on high-stakes tests and competitive college admissions.
Many times parents are not aware of how stressed out their kids are, and dangerous behaviors may be unobservable, at least initially, with kids working hard to keep up the appearance that they can handle the pressure. Several months into the film’s development, a 13-year-old girl in Abeles’ community committed suicide after receiving a poor grade on a math test, adding urgency to the need for change.
Dr. Patrick McGrath, co-director of the School Anxiety and School Refusal Program at Alexian Brothers Behavioral Health Hospital in Hoffman Estates, says perfectionism is a driving force behind the stress many young people are experiencing, citing a whopping 33 percent of college freshmen coming in on anti-anxiety/depression medication.
“Some kids thrive under pressure, while others crumble under the weight of feeling they have to be perfect. It’s important for parents to understand their child’s individual personality. Some kids need to know that it’s OK to be average. It’s OK to get a C.”
Jessica Patti, director of student life at Quest Academy in Palatine, suggests that as parents and educators, we may need to redefine success. Many of our children believe that if they succeed in a couple of areas, they are required to succeed in many.
“A child may be gifted in writing, and that may trickle over into foreign languages or social studies. But it may not mean that child will excel in science and math. We need to teach kids to be more resilient when facing failure. When a child is not successful, too often he or she feels devastated and wants to give up. As one girl in the movie said, ‘If I don’t try, I can’t fail.’ We need to teach them instead to think, ‘What can I do differently? How can I come at this from a different angle?’”
While the testimonies from experts are convincing, this film’s power lies in the heartbreaking stories of students, parents and teachers struggling to cope with a system now dominated by standardized testing, with a focus on numbers and results. Cheating is commonplace, and increasing numbers of students are experiencing burnout from overbooked schedules and hours of homework each night, having neglected basic self-care such as sleeping and eating.
Shannon Kownick, gifted specialist at Windsor School in Arlington Heights Elementary District 25, feels the gifted population is especially at risk for some of the stress, anxiety, eating disorders, etc. discussed in the film. “The pressure doesn’t always come from parents or even our society. Many students have this intrinsic drive to do well because they can, and it is what has always defined them.”
The pace of life for American families also adds to the level of stress in the home. In addition to homework and school-related functions, evenings are frequently filled with athletic practices, music lessons and various extracurricular activities, leaving little time for family and relaxation. If young people do have a few moments for themselves, they often choose to spend that time playing video games or social networking, which tend to contribute to feelings of isolation.
Manon van den Herik, mother of two children, ages 5 and 9, recently moved to suburban Chicago from the Netherlands. One big difference she sees in our culture is how busy kids here are.
“In Holland, after a full day at school, my daughter would have free time in the afternoon. She would play with other kids in the neighborhood. Here, moms have to schedule appointments to play, and most kids are busy after school. I’ve heard parents say that they don’t want their kids to get bored, so they keep them moving from one activity to the next.”
The film challenges this parenting approach, arguing that it’s good for kids to feel bored at times, as it provides opportunities for them to develop problem-solving skills as well as to explore new interests.
Another growing concern among educators is that our competitive, numbers-driven educational system is a mile wide and an inch deep, producing children who learn how to cut corners and cheat, just to make the grade. With 50 percent of college freshmen needing to retake basic math courses, our children are memorizing but not learning, “doing school” but not retaining information. Skills like problem solving and critical thinking are often underdeveloped. The irony is that our young people, having worked so hard, are arriving at college and the workplace unprepared and uninspired.
Many students and parents alike are finding the entire college application process to be especially daunting. More and more, young people believe that they have to make it into the most prestigious colleges in order to get the finest education so they can then secure the best jobs. Taking as many AP classes as possible, getting the best GPA. and being involved in various activities — including community service — proves to be a tall order.
Stephen McWilliams, principal at Barrington High School in Barrington Unit District 220, is concerned when students pigeonhole themselves into thinking that a particular college (or career) is their only option, and if they aren’t accepted, their hopes are shattered. He recommends being flexible and open-minded. “Some of the best universities out there are small liberal arts colleges that parents and students have never heard of.”
This eye-opening film sheds light on the price our kids pay for this “race to nowhere.” It raises important questions while providing legitimate solutions for helping our children navigate the performance-driven culture they are living in.
ŸTo view trailers of this film, find a screening and access online resources, visit racetonowhere.com. New screenings are scheduled regularly; upcoming screenings include Waubonsie Valley High School in Aurora on Thursday, Feb. 24; Geneva High School on March 2; and Avery Coonley School in Downers Grove on Thursday, March 3.