On the Same Page

The University of Chicago Laboratory Schools

Communications from the Director

On the Same Page: "A Nation of Wimps"?

February 1, 2006
David W. Magill, Director

I have struggled with writing this month's On the Same Page. For some time I've wanted to bring this article to your attention—"A Nation of Wimps," November/December 2004 Psychology Today. However, I am concerned that my comments might be misinterpreted by those who take parenting seriously and search for ways to do the right things for children.

So, I begin by stating that I believe that "A Nation of Wimps"

Is an important writing for all parents to consider.
Should not be viewed as my personal indictment of individual parents or parenting in general.
Reinforces why certain traditions and philosophical underpinnings of the Laboratory Schools need to be maintained.

Author Hara Estroff Marano, an editor of this widely read periodical, asserts: "Parents are going to ludicrous lengths to take the lumps and bumps out of life for their children. However well intentioned, parental hyperconcern and microscrutiny have the net effect of making kids more fragile. That is why the young are breaking down in record numbers."

It is not my intention to dissect this article with you. However, to encourage you to read it on your own, permit me to provoke you with the following:

In 1996, anxiety overtook relationship concerns and remains the number one mental health problem of students.
Eating disorders now afflict 40 percent of female students at some point in their college careers.
As a result of aggressive parent and student pressure, grade inflation is rampant. According to the controversial President of Harvard University, Lawrence Summers, 94 per cent of the college's seniors graduated with honors in 2001.
Normal childhood play has been corrupted, and recess is no longer part of the day in over 40,000 schools in the United States.
An "external umbilicus" or perpetual access to parents (cell phones) infantilizes the young, keeping them in a permanent state of dependency.
Parents and schools are no longer geared toward child development; they are geared to academic achievement.
Tales of parental pressure ranging from dormitory accommodations to grade changes are commonly heard coming from college and university administrators.

While the above is certainly a mixture of fact and opinion, even one of the bulleted excerpts should grab our attention and force us to examine our own behaviors and how they may be affecting our children.

From a parental perspective, I must admit that I am very happy to be at my stage of life with three adult daughters who are definitely not wimps! I would be the first to acknowledge that I made many mistakes as a parent, including the exercise of too much control. That being said and, after observing many of our own U-High students, I think that perhaps the author may, to some extent, be overstating her argument. While there is no doubt that adults can inflict unintentional damage by caring too much, children are much more resilient than implied in this article.

From an organizational perspective, I am pleased that the Laboratory Schools still operate from some of its original precepts and not just in response to a culture of privilege and entitlement.

I am glad that programs in Lab's divisions are developmentally appropriate and that growth and achievement of children are not exclusively reported to parents or to a governmental entity in the form of standardized test scores or grades. My office is located in a superb location where I can witness the importance of play, and that play demonstrates daily why it is indeed a young child's work. I see the incredible creativity of children and marvel at their interactions with each other. I respect the adults who carefully supervise the children but do so without frequent intervention so as to foster independence. Some of our best learning occurs at recess.

It's exciting to observe our middle school students come alive in a classroom debate, arguing the pros and cons and, even more important, understanding both sides of the argument. It's exciting to observe our high school students passionately recite their own poetry about contemporary issues. It's exciting to observe teamwork experienced in the classroom and on the playing field. These exhibitions are an important part of our program and represent the best of education. They are preparation for life—a life that we all know is not always smooth sailing.

If anything, "A Nation of Wimps" should warn us about the potential consequences of overprotection and help us appreciate that learning occurs best when risks are taken, when experimentation is encouraged, and when failure is not always bad. In addition to resolutions, the New Year is a time for reflection. Happy New Year!

Next month (March 1): Journalism teacher Wayne Brasler after 40+ years