You’re Not Imagining It: When School Stops Fitting

EA Academy
Sep 8
6 min read

Updated: Sep 9

Young girl in yellow shirt looks bored, resting her head on hand, at a desk with colorful pencils and books. Neutral background.

If mornings feel tense and evenings vanish into worksheets, it’s easy to wonder, “Is my child just not trying?” At EAA, we start with a different question: Is the model the right fit for this learner—right now? Many families report increasing boredom or dread as children move through one-size-fits-all routines. National snapshots echo what parents see: in 2024–2025, Gallup reported significant numbers of Gen Z students lacking engaging school experiences, with about one-third saying they’re often bored in class. Engagement matters because it fuels attention, memory, and persistence. Gallup.com

Below are seven signals that the school model might be misaligned with your child—and concrete steps to test a different approach this week.

7 Signs Your Child May Need a Different Kind of School

1) “I’m bored.” / “I hate school.”

Kids don’t always mean “nothing to learn.” Often they mean “nothing to do.” When days are heavy on passive listening and light on decisions and making, boredom is a rational response. Recent Gallup findings show large shares of Gen Z students report low engagement, and a 2025 update notes that while future-readiness is up, boredom in class remains common. In short: engagement is uneven, and model matters. Gallup.com

Try this today:

The Maker Minute. Trade 15 minutes of screen/worksheet time for building something small (a card-holder from cardboard, a paper automaton, a LEGO prototype). Ask, “What problem did you solve?”
Decision Tokens. Give your child two “decision tokens” before homework (“you choose order of tasks” / “you choose how to show what you learned”). Notice mood and stamina.

What we do at EAA: We design projects before packets. Learners make, test, iterate, and share work publicly—so there’s always a next decision to own.

2) Homework is swallowing your evenings.

When dinner turns into bargaining and bedtime slides, everyone loses. A classic meta-analysis shows little to no academic benefit from homework in elementary years, with benefits increasing only in later grades—and depending on quality and moderation. A study of high-performing schools found heavier homework loads linked to more stress, physical symptoms, and reduced well-being. The punchline: more isn’t better; better is better. SAGE Journals School Start Times Impact

Try this today:

The 20-Minute Swap. Replace one worksheet with a self-chosen mini-project (build a stronger paper bridge; storyboard a comic; explain a math idea with a whiteboard video).
Outcome Over Minutes. Ask, “What do you want to produce tonight?” not “How long did you work?”
Reflect Fast. End with: “What worked? What would you try differently tomorrow?”

What we do at EAA: We coach short, purposeful practice tied to goals, with reflection that cements learning—rather than hours of busywork.

3) Sunday-scaries, stomach aches, morning meltdowns.

Chronic dread is a signal, not a character flaw. Kids anticipate whether their day will include choice, challenge, and belonging—or mostly control and comparison. If your child battles every morning, they may be bracing for a day where they feel like a passenger.

Try this today:

Morning Mission. Co-write a 1-sentence mission: “Today I will teach Mom one thing at pickup,” or “I will finish a prototype.”
Predict–Check. Ask, “Where might you get stuck? What will you try first?” Then check back after school.

What we do at EAA: Learners set daily goals and meet feedback-friendly challenges. Guides (our teachers) use Socratic questions to build reasoning and agency, not compliance.

4) Grades up, curiosity down.

A great report card can hide a fading spark. Motivation research is clear: learners thrive when environments support the needs for autonomy (a sense of ownership), competence (feeling capable), and relatedness (belonging). When learning is mostly about points and control, curiosity can wither. This isn’t opinion—it’s the backbone of Self-Determination Theory, supported across decades of studies. Self Determination Theorystial.ie

Try this today:

Swap the Question. Replace “What grade did you get?” with “What surprised you?” and “Where did you struggle—and what did you try?”
Two Stars & a Try. Ask for two things that went well and one experiment they’ll try next time.

What we do at EAA: We emphasize mastery badges with clear rubrics. Progress is earned when work meets standards—not when the calendar turns.

5) “Fine.” — the one-word after-school recap.

Thin stories often reflect thin ownership. If the day offered little to decide, there’s not much to tell.

Try this today:

Emoji Check-in. “If school were an emoji today, which one?” Then ask, “What happened that made it feel 😐/😩/😎?”
Artifact Interview. Ask your child to pick one artifact (a problem they solved, a sketch, a sticky note from a discussion) and tell the story around it.

What we do at EAA: Learners exhibit their work—science expos, product pitches, history galleries—so reflection becomes natural and specific.

6) Sleep is slipping.

Tired brains struggle with memory and regulation. The American Academy of Sleep Medicine recommends 9–12 hours for ages 6–12 and 8–10 hours for teens. When homework and activities push bedtime later, learning suffers. PMC

Try this today:

Family “Power Down.” Choose a window (e.g., 8:15–8:45) when devices go away and routines begin.
Morning Move. If review is needed, shift it to a 10-minute morning routine when brains are fresher.

What we do at EAA: We prioritize sleep-friendly expectations and coach families toward routines that protect health and learning.

7) Anxiety or hopelessness is creeping in.

One school doesn’t cause a national trend, but the backdrop matters. The CDC’s Youth Risk Behavior Survey (YRBS) shows around 40% of high-schoolers reporting persistent sadness or hopelessness in 2023 data (with higher rates for girls). The trend underscores how much belonging and supportive design matter. CDC

Try this today:

Map Belonging. Ask, “Where at school do you feel most yourself? With whom?” If they can’t name a place or person, that’s information.
Name the Helpers. Identify three adults they can go to for help this week.

What we do at EAA: Mixed-age studios, peer mentorship, and Socratic norms (listen, reason, disagree with respect) build community and psychological safety.

What Changes in a Learner-Driven Model (Like EAA)

Projects > packets. Learners design real products, from Rube Goldberg machines to podcasts. Evidence reviews of project-based learning are promising — and quality matters — so we anchor projects in clear outcomes and public exhibitions. MDRC PBLWorks
Socratic discussions. Guides ask better questions; students cite evidence, listen actively, and change their minds when warranted.
Mastery & badges. Progress is personalized; learners earn badges when work meets transparent rubrics.
Goal-setting & reflection. Every day starts with goals and ends with reflection—so effort compounds.
Mixed-age studios. Younger learners see what’s possible; older learners practice leadership.

To learn more about our learning design click here

This Week’s Experiments: 7 Micro-Tests at Home

Choice within structure. Offer two ways to show learning (poster vs. demo; summary vs. sketchnote).
Mini Socratic. Ask one big question at dinner (“Should students be allowed to retake tests? Why?”). No hand-raising—just reasons and listening.
Goal Board. One sticky each school morning: “Today I will ____.” Check it at pickup.
Build–Then–Explain. Try a DIY challenge (paper bridge, rubber-band car). Ask for a 60-second “exhibit talk” explaining choices and evidence.
The 20-Minute Swap. Replace one worksheet with a self-chosen project.
Sleep Audit. Track hours for a week and compare to AASM ranges. Adjust routines accordingly. PMC
Belonging Check. List three helpers at school. If the list is thin, brainstorm together how to connect.

If these micro-tests shift mood, ownership, or recall, you’re feeling the core of learner-driven education.

Visit, Ask, Decide Together

The easiest next step is to explore it. Join an Info Session to get more information. Bring your hardest questions—academics, state standards, screens, social dynamics, and transitions to high school/college. We’ll be candid about strengths and stretches (for example, learners need coaching as they grow into ownership).

Ready to explore? Reserve an Info Session spot. No pressure. Just a conversation.

References (selected)

Gallup: K-12 schools struggling to engage Gen Z (2024); student agency & engagement (2025 update with boredom stat); readiness trends (2025). Gallup.com
Homework: Cooper et al., 2006 meta-analysis (Review of Educational Research); Galloway/Conner/Pope, 2013 (Journal of Experimental Education). SAGE Journals School Start Times Impact
Sleep: American Academy of Sleep Medicine consensus sleep durations for children/teens (J Clin Sleep Med, 2016). PMC
Student well-being: CDC YRBS 2023 results summary (published 2024). CDC
Motivation: Self-Determination Theory (Ryan & Deci, 2000/2020). Self Determination Theorystial.ie