While this intense focus on academic achievement can open doors for future success, it often comes at a cost - especially for children who are still in the formative stages of development. The pressure to excel, coupled with constant academic demands, can result in burnout, stress, and a lack of overall wellbeing. One of the most pressing needs in modern education is for children to have the opportunity to slow down, both in their academic pursuits and in their daily lives. 

Over the past few decades, the academic environment has become increasingly rigorous. From early childhood education to the final years of high school, children are expected to juggle multiple subjects, extracurricular activities, and standardized tests. While many believe that this rigorous academic schedule will prepare children for future success, research suggests otherwise. A study conducted by the American Psychological Association revealed that academic pressure is one of the leading causes of stress among students, particularly those in competitive school systems. The stress and anxiety that accompany the constant pursuit of grades and performance can lead to a host of long-term issues, including burnout, depression, and a decline in mental health. 

Children in highly academic environments, such as elite private schools or extremely competitive maintained schools, often face an unrelenting pace. These children spend much of their time in classrooms or on homework, leaving little room for unstructured play, family time, or personal development. What’s more, children in these environments may start to internalise the idea that their value is based solely on their academic success, leading to a skewed sense of self-worth and diminished self-esteem when they inevitably fall short of perfection. 

Childhood is a time for exploration, curiosity, and growth—elements that are sometimes stifled in academic environments focused on achievement. While academic knowledge is undoubtedly important, it is equally crucial for children to have the time and space to develop emotional, social and creative skills. These areas of growth often suffer when children’s days are packed with structured learning and minimal downtime. 

Studies show that too much academic pressure can hinder the cognitive development of children, leading to problems such as difficulties with concentrating, poor memory retention, and a lack of creativity. Slowing things down allows children to process and integrate the information they are learning, as well as engage with it in more meaningful ways. When children have time to reflect, daydream, and engage in free play, they develop better problem-solving skills and critical thinking. 

Moreover, mental health struggles such as anxiety and depression can be exacerbated by relentless academic demands. The constant rush to complete assignments, prepare for exams, and maintain high grades leaves little room for relaxation and self-care. Providing children with a slower pace—whether through extended breaks, mindfulness practices, or simply more time spent outdoors—can significantly reduce stress and improve overall mental wellbeing. 

You only get to be a child once, and the true value of childhood lies in the opportunities for exploration and self-discovery. When children are allowed to slow down, they can develop their creativity and explore interests that may not fall within the rigid confines of traditional academic subjects. Activities such as art, music, imaginative play, or spending time in nature give children the chance to express themselves in unique and meaningful ways. These activities are crucial for developing emotional intelligence, fostering empathy, and encouraging a lifelong love of learning. In an environment where children feel free to explore without the pressure of exams or grades, they often discover their true passions and talents. 

Slow, unstructured time allows children to engage in social interactions, build relationships, and develop emotional resilience. When children are caught up in academic competitions and constantly moving from one task to the next, they may miss out on important social experiences, such as learning how to collaborate, share, and navigate conflicts. Slower-paced environments give children the space to interact freely with peers, allowing them to develop social skills, build friendships, and develop a sense of community. 

Furthermore, emotional growth is tied closely to the ability to manage one’s time and energy. When children are not overburdened with academic pressures, they are better able to identify and express their feelings, practice emotional regulation, and build a strong sense of self. All of these emotional skills are essential for resilience, healthy relationships, and overall life satisfaction. 

Parents and teachers play an essential role in helping children navigate the balance between academic achievement and personal wellbeing. It is important for parents to recognise the signs of stress in their children and take proactive steps to create a balanced schedule. Encouraging time for hobbies, exercise, and relaxation can help children find fulfilment beyond academic performance. Educators, too, have the opportunity to slow down the pace in the classroom, offering a learning environment that values understanding and reflection over rote memorisation and assessment. 

The need to slow things down is not only about reducing academic stress but also about recognising the complexity of childhood development. Children are more than just students—they are future leaders, creators, and individuals with rich emotional and social lives. By providing them with the space to slow down, we are fostering well-rounded individuals who will thrive both academically and personally in the years to come. 

The academic environment needs to shift toward a more holistic approach that prioritises emotional wellbeing, creativity, and social connections as much as it does grades and exam scores. Slowing down is not a sign of failure or lack of ambition; rather, it is an investment in the future. By giving children the time and space to grow and develop at their own pace, we can ensure that they will not only succeed in school but will be prepared for the many challenges and joys of life ahead.

Craig Cuyler
Designated Safeguarding Lead/Director of Wellbeing/Head of PSHEe