In recent years, SOTE teachers have observed that the children in the school are, on average, more agitated than those who have passed through in earlier years. In view of the fact that one of the aims of the school is to help children find a greater level of peace, this is a cause for concern.

The ways this agitation manifests itself are varied. It may be the children’s concentration span is shorter or they find it harder to wait. Some students are more demanding and they find it harder to discipline themselves. As they get older, there may be a greater exclusiveness and competitiveness, a greater intensity and emotionalism. In some cases they may look for earlier sexual experiences for reassurance. As a result, it is harder for students to find a level of settledness.

All this has negative health implications as it means students are more subject to stress, tension and anxiety. On the relationship side it means they are more exclusive, less inclusive. In regard to achievement, it means students won’t achieve their goals as easily and will experience frustration in their attempts to achieve their goals.

It’s not really hard to identify the factors that have contributed to this greater level of agitation, but it is not necessarily easy to neutralise them. The social environment has speeded up. Life seems busier somehow. There is a greater exposure to TV, both in terms of time spent and the material they are watching. The arrival of the video movie and computer games has extended the time children spend in front of a screen and the material they see is likely to be more sophisticated than that seen by their older brothers and sisters when they were that age.

Another influence on the agitated generation is popular music and the stimulating effect it has on the nervous system coupled with the ever-increasing pace of its accompaniment, the video clip. Along with this comes the pervasiveness of junk food which introduces more salt, more sugar, more preservatives and this leads to more excitability, more allergies and less sustainable energy.

As well as this stimulus there are other social and emotional factors that may be contributing to the phenomenon we have observed. For example, it seems that as exposure to the media has increased, exposure to parents may have decreased. Indeed, many parents find it hard to find the time their children really need. Often both parents are working or busy — and this may be necessary — but this doesn’t mean there won’t be consequences for their children. As work practices and patterns change, home and work are merging. If work comes home then worries come home. It is no longer a refuge or place for rehabilitation for either parents or children.

In understanding something of the varied influences which may have led to a greater level of agitation in children, lies the opportunity to reduce it. It would be a great thing if teachers and parents could work together to achieve a greater level of peace and contentedness for our children.

		Richard Waters has been principal of the School of Total Education since 1978. He has taught at both primary and secondary levels and has a particular interest in parent education and the training of teachers. He is also a teacher of senior Study of Society and History.

This article was originally published in the July 1998 edition of the SOTE Newsletter. (Published on web site: September 2001)

Copyright The School of Total Education 2001. This page last generated Thu, 7 Mar 2002. Web site by The Design Group.