What the pressure of academic success is doing to our children

According to an old proverb, all work and no play makes Jack a dull boy. This implies that one is likely to get bored if they don’t take time off from work. The same applies to studying.

In Tanzania, the academic calendar places great emphasis on ensuring that students receive a well-deserved break after an intense period of studying.

However, it has become customary for students preparing for national exams (Standard Four and Seven) to continue learning throughout the holidays in the name of national exam preparation.

These young learners, aged between nine and 13, are thrust into a system that grinds forward without break. The constant studying, coupled with long school hours, leaves little room for leisure, relaxation, and childhood joy.

In December, for example, some schools had their pupils attend school daily the whole month, except on Sundays, Christmas Day, and the New Year.

These pupils were not yet in classes seven and four but were expected to be in those classes this year.

Monica James, whose son is in Standard Four, does not support the idea. She wonders why her son, then a third grader, was deprived of his long school break in December in the name of starting the Standard Four syllabus early.

“My son is not even in Standard Four yet (he was in class three at the time of the interview). Why is the school rushing them while the school calendar shows it’s time for pupils to put their books away? I wonder what it’s going to be like when he is in class four,” she shared in December.

Monica thinks the school intended to compete with high-achieving schools at the expense of the children’s well-being.

“They are just children who need time to rest, play, and engage in other non-academic activities. What will they be doing next year?”

She added, “My son will not go to school next week. I told him to tell the teachers that we would be travelling. I had to lie.”

Pupils who did not break for the December holidays told Smart World last week that they were already tired and did not know whether they would cope with studies when the schools opened.

Many said they hated waking up early in the morning to go to school while their siblings enjoyed their much-needed sleep.

Sophia Daudi, a 12-year-old Standard Seven pupil at Temboni Primary School, shares her frustration with the way tight study schedules made her miss time to enjoy the holidays as other children did.

"My friends enjoyed the holiday as they had time to play and relax with their families while I continued going to school. I didn't get this privilege, and it made me feel bad. It's unfair."

Like Sophia, Juma Musa, a 10-year-old Standard Four pupil at Manzese Primary School, expresses his disappointment at whoever came up with the idea of keeping them at school during the holiday.

"I hardly had time to play football as, after school, I would always be tired and have homework to complete. I didn't have the energy to play and have fun like the rest of my friends.”

Juma says he had eagerly waited for the end-of-year break only to be told that pupils in his class would continue with studies during the break.

"We were forced to attend classes the whole of December to prepare for national exams to be written towards the end of this year,” he shares.

Smart World has established that the holiday programme has taken a toll on the mental and physical well-being of many pupils.

Many shared that they just attended school because they had to, but their minds were elsewhere. The pressure to perform well in studies without a significant period of rest has added to their stress levels, affecting their overall health.

Witness Christopher, 11, a Standard Seven pupil at Tandale Magharibi Primary School, says going to school was a burden to her.

"I feel overwhelmed already, and the schools are opening tomorrow (Monday). We studied without any breaks, and focusing was hard. I fell sick quite often, which affected my ability to learn," she explains.

A Dar es Salaam-based child psychologist, Hussein Mshunga, says denying students a break can have severe implications for their overall mental well-being.

He explains that continuous academic pressure without a break can lead to burnout, anxiety, and even depression.

“Students are often deprived of the opportunity to unwind, recharge, and partake in activities crucial for their psychological development,” he shares.

The psychologist emphasises the necessity of play and free time for young minds. He says by engaging in fun activities, children build their creativity, problem-solving skills, and emotional intelligence.

“A holiday break provides them with the opportunity to participate in sports, explore hobbies, and develop social bonds. Denying them this chance hampers their holistic growth,” he explains.

Jasmine Alex, a Standard Four pupil at Uzuri Primary School, agrees, saying that teachers expect them to perform exceptionally well while they don’t give them time to rest.

"Teachers expect us to remember everything without giving us enough time to internalise it. It's not easy to process so much information without a break to recharge. This system is making us suffer. Sometimes I hate going to school," she notes.

Parents too have raised their concerns, calling upon the government’s intervention.

Jovina Wilson, a mother of a Standard Seven pupil, says; "It is disheartening to witness our children being denied the much-needed holiday break."

She adds; "Our little ones deserve to enjoy this time, free from the burden of school. They need time to relax, rejuvenate, and spend quality moments with their families."

Another concerned parent, Peter Mwita, whose child is in Standard Four, emphasises the significance of a break, stating that children are not machines.

“They need time to unwind, play, and explore their interests. Without a holiday break, they become exhausted and lose their passion for learning. As parents, we see this reflected in their declining academic performance, and it worries us."

Grace Mathew, another parent concurs. She says a holiday break is a crucial time for children to blend their social skills.

The break allows them to interact with their peers, engage in extracurricular activities, and nurture hobbies outside the confines of the classroom.

“By denying them this opportunity, we hamper their holistic development," she argues.

Saudia Ameir understands that Standard Seven marks a crucial academic year as students prepare for their primary school leaving examination, a determining factor in their secondary school placement.

However, she condemns the practice, saying it may affect children’s performance in the exams.

“Denying them a break denies them the opportunity to recharge and prepare effectively for this critical exam. The pressure on these young minds is too much and is affecting their academic performance and overall well-being,” she notes.

Teachers have explained why they believe in teaching students during holiday time, saying it is very crucial to keep young learners in class during holiday breaks.

Baraka Shirima, a teacher at Tandale Magharibi Primary School, says children need consistency in learning, and any disruption in their routine could impede their academic progress.

He shares: “By continuing classes during holidays, teachers guide pupils through challenging subjects, ensuring they build a solid foundation for future learning.”

Victoria Alfred, a teacher at Reginald Mengi Primary School, concurs. She firmly advocates for maintaining school schedules during holidays and asserts that consistent learning is crucial in the competitive educational landscape.

“During this time, educators can fulfil their responsibility of imparting knowledge effectively, ensuring students remain intellectually engaged."

Hellen Mwaka, a teacher at Uzuri Primary School, says she understands the challenges faced by pupils but believes maintaining regular classes is necessary to prepare them for future examinations.

“By utilising holiday time for focused exam preparation, we equip them with the skills needed to succeed in these evaluations,” she says.

Hussein Mshunga, the psychologist, cautions that the negative effects of an uninterrupted academic year can extend far beyond a student's schooling years.

"Young individuals burdened by constant pressure without release may grow up to exhibit signs of chronic stress, struggle with adapting to new environments, or face difficulties maintaining healthy relationships later in life."

He says there is a need to find a balance to mitigate the adverse effects on the learners.

Establishing a well-planned academic calendar that includes designated vacation periods will not only allow students to refresh their minds but also allow educators to prepare better for the next phase of the curriculum.