Chinese parents’ anxiety about their children’s education

After the implementation of the \”double reduction\” policy, on the one hand, the chaos in off-campus subject training has been significantly cured; on the other hand, the quality of school education and teaching and service levels have been further improved. But it is undeniable that many parents have new anxieties about their children\’s education, and some parents\’ pre-existing anxieties have not been fundamentally relieved. The combination of the two has brought about new educational anxieties and contradictions. . Considering the current situation of parents’ educational anxiety, schools need to pay more attention to strengthening home-school communication and collaboration, understand the reasons for parents’ anxiety, and provide effective guidance to parents to help parents resolve their anxiety. The best way to get rid of anxiety attacks? Chen Mo’s 40 lessons on how to be a non-anxious parent analyzed the causes of parents’ anxiety and saw family needs. After analysis, we found that parents’ anxiety mainly includes six aspects: Anxiety about the quality of their children’s academic studies. After the \”double reduction\”, the amount of after-school tutoring and homework for students has been significantly reduced. Some parents are worried that their children\’s academic quality will be affected. For example, many parents of new high school students are worried that there is not enough homework and their children will not be able to keep up with the pace of high school learning. As senior high school students prepare for the college entrance examination, parents are prone to anxiety in this regard. Behind this type of anxiety reflects parents’ high expectations for their children’s academic performance. Anxiety about the unknown performance of students in school. Some parents do not know much about their children\’s performance and status in all aspects of school, including academic performance, teacher-student relationships, peer relationships, campus activities, etc. In the face of unknowns and uncertainties, it is normal for parents to express anxiety. This is the expectation for the comprehensive development of their children. Anxiety about children’s after-school time arrangements. After the \”double reduction\”, students have more spare time, and parents begin to worry about whether their children can \”learn consciously\” and \”self-responsibly\”. What if their children play games after finishing their homework? What should I do if I am addicted to the Internet at home? Can children arrange their free time reasonably? Behind this kind of anxiety is the family\’s expectation for their children to be independent and responsible. Anxiety about parent-child communication and education methods. Due to the impact of the epidemic and changes in education policies, children will spend more time at home. When parents’ anxiety is inadvertently passed on to their children, conflicts and conflicts between parents and children will naturally increase. This has triggered parents’ concerns about parent-child communication methods and education. way anxiety. Anxiety about children’s career prospects. Uncertainty about their children\’s future can easily cause parents to worry. Especially when their children are in high school, parents will be anxious about their children\’s future colleges, majors, and future career development. Anxiety about the child\’s emotional state. Changes in children\’s physical and mental development, academic pressure, etc. will cause fluctuations in children\’s emotional states. Especially for adolescent children, the ups and downs of emotions may be more obvious. Parents will also become anxious about their children\’s physical and mental health. Establish hierarchical communication channels to meet family expectations. Parents’ educational anxiety often comes from uncertainty and ignorance of information. Therefore, our school has taken a series of measures to make the school\’s educational arrangements, campus activities, students\’ academic status and other relevant information public as soon as possible, and carry out home-school communication at the school level, department level and class level. Work. At the school level, mainly through new media and other channels,Carry out home-school information exchange. The school\’s official WeChat public account is updated regularly to help parents fully understand the school\’s various developments in a timely manner. The school psychology center has established an \”online showcase\” with a psychological education theme to introduce the school\’s mental health education work to parents through an online platform. It has also established a \”three-point and one-line\” psychological express train for families, school psychological centers, and district mental health centers, disclosed district mental health center medical information, opened an online consultation platform, organized public welfare lectures, psychological education activities, etc., and brought students closer to each other. Distance between families. The school has established a parent committee, and parents of students in each department and class participate in the work of the parent committee and provide advice and suggestions for school work. The annual open day for parents invites parents to enter the campus and classrooms, so that parents can have an in-depth understanding of the school\’s teaching, teaching staff, club activities, etc., and truly feel the charm of professional venues such as technology laboratories, multimedia information centers, and robotics laboratories. , understand the real life situation of students in school, so that parents can truly feel at ease and feel at ease. At the school division level, with the help of the WeChat platform, the \”School Weekly Report\” is used to introduce to parents the overall academic status of students during the week, the learning content of each subject, the study plan for the next week, the special activities of the school division, and recent activity arrangements. At the same time, each weekly report There is also a psychological section to provide parents with timely feedback on students’ psychological status. Each school department holds a parent-teacher meeting once a month to communicate with parents about the recent moral and academic performance of students and provide corresponding guidance. The school department will also invite school psychologists, career planners, psychiatrists and other professionals to introduce relevant information to parents and provide psychological support, career planning and other services. In response to the individual needs of students\’ families, the school department will hold family meetings, work with class teachers, and invite subject teachers, psychology teachers and other personnel to participate to provide personalized services to families. At the class level, parents are mainly informed of their children\’s performance in school through parent groups. Parents can also ask questions to class teachers and subject teachers in the parent group. The head teacher will interact with parents through one-to-one communication. When the head teacher realizes that some students need further attention from subject teachers or psychological teachers, they will promptly establish an individual liaison group of \”parents-head teachers-professional teachers\” to communicate in depth with parents and provide professional advice in the form of group meetings. Every student in our school has a corresponding tutor. The tutor will provide students with academic guidance, psychological support, career planning and other services. They will also maintain close contact with parents and provide targeted help and support when necessary. Develop targeted parent courses to alleviate educational anxiety. Based on an in-depth analysis of educational anxiety issues, our school has developed targeted and effective parent courses. Parent courses mainly focus on the three goals of improving family adaptability, improving family cohesion and family resilience. The family resilience course aims to help families appropriately adjust the power structure, role distribution and family rules of family members when facing pressure to meet the family\’s expectations for children to grow independently and take responsibility for themselves; the family cohesion course aims to balance the relationship among family members emotional and structural connections to satisfy families’ need for a good parent-child relationship and a harmonious family atmosphereexpectations; the family resilience course aims to develop the ability of families to restore a healthy balance and continue to develop when encountering a crisis or facing long-term stress. Family resilience courses mainly include family relationship parent growth camps and systematic family parenting online training camps. The parent growth camp aims to help parents sort out the role allocation of family members through experiential psychological activities, and intervene and alleviate parents\’ anxiety problems to a certain extent. The parent growth camp lasts for one academic year, and two workshops are arranged in each semester. Parents sign up voluntarily. The current workshop themes include: \”Accept yourself, accept your children\”, \”Touch your emotions\”, etc. The systematic family parenting training camp aims to cultivate parents with a more systematic vision and growth orientation, and who are better able to deal with various parenting issues. The online training camp is divided into four parts: teacher teaching, parent group discussion, daily practice, and feedback after practice. From theory to practice, it helps families adjust their parenting methods and cultivate self-responsible children. Family cohesion courses are mainly conducted through online parent-child support group activities. The school psychology center will conduct online theme group activities from time to time based on the actual needs of parents, combining professional psychological techniques such as artistic expression and mindfulness focus to lead parents to experience and invite students to participate. During the activity, parents and children can empathize and discuss each other from each other\’s perspective, understand each other\’s attitudes and ideas, and enhance the emotional connection between parents and children. Family resilience courses mainly have the following methods: First, parent study reading clubs, where psychological teachers purchase relevant professional books and organize parents to study and share them together. The weekly reading club consists of parents reading, sharing family stories, understanding the suggestions in the book, supplementing by psychological teachers, and discussing and exchanging thoughts. The second is the \”Parent Chapter\” of the weekly newspaper, which means a family education column is set up in each issue of the weekly newspaper, with teachers in charge and psychological teachers co-writing content such as parent-child communication, caring for family emotions, setting a role model for parents, and drawing a career blueprint together. The third is the parent micro-classroom, which is led by psychological teachers and participated by relevant professional forces to jointly record parent class micro-videos to provide parents with scientific family education guidance. In the future, the school hopes to tap more psychological support resources to further meet the diverse needs and expectations of students and families during home-school interactions, strive to eliminate parents’ educational anxiety, help more families, and promote the healthy growth of children.