Highly Sensitive People experience the world in a unique way, creating some challenging situations for all parties involved. Nowhere is this more clear than in school.
My focus for this post is on the system itself and I want to emphasize that this is not a critique on the dedicated individuals making positive contributions to schools nationwide (U.S. system as this is what I can speak to). Everyone is doing their best to juggle all of the moving pieces: students, parents, staff, administrators, academic, social emotional, extracurricular. The box that is the education system is virtually the same box that was designed in the mid-late 1800’s as part of the 2nd industrial revolution. You would have seen this advertisement during that time. Needless to say, we are no longer living in that world.
We have also learned a lot about the science of learning since the system was designed, yet the basic format remains. During my school board tenure (2013-2021), we implemented a shift towards a “constructivist” philosophy where students actively construct knowledge for themselves. Not being an educator, my exploration of constructivism led me to numerous articles from the 1990’s highlighting the benefits of granting students more agency in their education. Surprisingly, almost 30 years later, we are still slowly transitioning to that philosophy.
Mike Rowe’s “The Way I Heard It” podcast recently featured Todd Rose, a high school dropout turned Harvard professor. During the introduction Rowe says “everybody knows that kids don’t learn in the same way and yet, for generations, we act as if they do.” I will add…and we label them as deficient when they cannot operate in that traditional environment. Todd’s story of failing in school and then finding his life’s purpose is common. Throughout my years of interactions with school staff, I heard numerous stories of kids that struggled in school, yet once out in the world they flourished. A former student that could not even set foot in the high school building found success in college. Conversations with talented musicians revealed shared disdain for school and academic performances that matched.
I completed special education advocacy training recently. As I work more advocacy cases, I am feeling a whole new level of sadness and frustration with how the system treats those that don’t or can’t conform. Simultaneously, I recognize that 1) what is best for special ed kids can benefit all kids 2) highly sensitive kids often are like canaries in the mine. Schools are seeing the number of kids needing IEP’s grow, while more and more kids rely on medication for anxiety and ADHD. The situation demands reflection.
So, the box needs a remodel major overhaul. Besides this challenge, HSP’s are unconventional thinkers and can feel as Stephanie Tolan describes in “Is It a Cheetah?”. As I pondered this post, another simple and fun metaphor popped into my head.
Picture the classic shape sorter toy. Using visual/spatial, motor, and problem-solving skills, the child must figure out which opening allows each shape entry to the middle. As hard as one tries to shove the circle into the hexagon spot, it won’t ever go.
If the inside of the sorter symbolizes success, where success equals a happy, healthy, and purposeful life, how are we supporting each child (shape) to access the center?