At What Cost? Quotes

“Once they’re admitted, we instill our students with hope, and we promise them challenging academics, close student-teacher relationships, and a nurturing and supportive environment—and we mean it. Further, with their admission, we extend a seemingly equitable opportunity for a diploma, itself an implied “passport to a better life.” This is the parents’ and students’ aspiration, and it’s the aspiration for which we, as overseers of these schools, have pledged our support and have dedicated our careers. However, when our young students actually enroll, against our best intentions but driven by our own fears, we overschedule, overwork, and sometimes overwhelm them. We set them up for frustration and failure when we expect them to think and act like adults long before they have actually developed those capacities. We reward high achievement over effort, and most of all, we overfocus on the college process almost from the moment they arrive.”
― Psy.D., David L. Gleason, At What Cost?: Defending Adolescent Development In Fiercely Competitive Schools

“Michaela’s hyperschooling—also referred to as “the full-time job of schooling”8—seems not only developmentally inappropriate, but also completely out of sync with what Michaela wants and with what is best for her now, as a twelve-year-old child.”
― Psy.D., David L. Gleason, At What Cost?: Defending Adolescent Development In Fiercely Competitive Schools