Emiko Kaneko: Interactions with Others that Support Growth

2022/06/28

Over the past two years, various activities have been restricted to prevent the spread of COVID-19, leading to changes in educational activities at schools. Online classes were also held at universities, providing an opportunity to consider the merits of both online and face-to-face classes. However, in both types of classes, I was reminded of the importance of creating "interactions with others."

I am particularly interested in the issue of school non-attendance among the challenges in schools. The number of children in a state of school non-attendance has continued to increase in recent years, and according to the Ministry of Education, Culture, Sports, Science and Technology (MEXT), there were approximately 196,000 students in elementary and junior high schools in fiscal year 2020. In 2016, the "Act on Securing Educational Opportunities Equivalent to Ordinary Education at the Stage of Compulsory Education" was enacted, leading to further progress in support based on each individual's circumstances. Efforts have been made to enhance learning environments for children who do not attend school, such as Education Support Centers, free schools, and special schools for students with school non-attendance. Regarding high schools, students are choosing their next steps not only from full-time schools but also from various types of part-time and correspondence high schools.

In a survey conducted at a correspondence high school, while some students viewed their experience of school non-attendance negatively when looking back, many others found meaning in the experience and felt they had changed, saying things like, "I was able to re-examine myself," "I am who I am today because of that experience," and "There are many things I wouldn't have noticed if I hadn't stopped going to school." Students cited the involvement of family, school teachers, and staff from outside organizations as things that supported them during the difficult period of non-attendance, such as "watching over me," "trying to understand me," "sharing fun things with me," and "sometimes saying tough things to me." I feel that the involvement of people around them—who listened carefully, stayed by their side, and thought together about what to do—provided support and led to subsequent growth and change.

According to MEXT, approximately 30% of children who do not attend school do not receive professional guidance or counseling, suggesting that many children are not receiving sufficient support. I want to continue thinking about support to ensure that schools and outside organizations become places where children can feel safe to experience various things.