Educational Challenges in Taiwan: Mental Health in Taiwanese High Schools

Written by Thao Pham.

In the chronicles of global education, Taiwan has etched its name with an education system renowned for academic excellence and unwavering standards. However, beneath the surface of this claim lies a pressing concern – the mental health challenges faced by high school students. The Taiwanese education system, marked by intense competition and high expectations, places an enormous burden on students striving for scholastic distinction and coveted spots in prestigious universities. This relentless pursuit of achievement, compounded by societal expectations and the looming fear of failure, exacts a toll on the mental well-being of students, giving rise to pervasive issues such as chronic stress, anxiety, depression, or burnout.

Navigating the landscape of mental health in Taiwanese high schools is further complicated by deeply ingrained cultural stigmas. These often shroud the struggles in silence and shame, creating barriers that hinder students from seeking help and perpetuating a distressing cycle. While strides have been made in addressing these concerns, there remains an imperative to foster a culture of openness and support. This article endeavours to unravel the complex layers of these struggles and aims to spark conversations that propel positive transformation.

Education in Taiwan

The Taiwanese education system is deeply rooted in the legacy of Confucian values and places a strong emphasis on academic achievement, discipline, and respect for authority. Spanning several years of education, it aims to prepare students for future scholastic and career pursuits. It begins with six years of elementary education, where students acquire foundational knowledge in subjects such as mathematics, Chinese language, English, science, and social studies. This phase focuses on building a strong educational base and developing essential skills in communication and problem-solving. Following elementary school, students progress to three years of junior high school. Here, they delve deeper into various subjects and receive more specialised instruction.

The curriculum expands to include subjects such as literature, history, geography, biology, chemistry, and physics. Additionally, students begin to explore elective courses based on their interests and career aspirations. The final stretch of the Taiwanese education system consists of three years in senior high school. This phase is crucial as it prepares students for the university entrance exams, which have a significant impact on their future academic pursuits. Senior high school students focus intensively on exam preparation, dedicating considerable time and effort to studying and reviewing the required curriculum.

The pinnacle of this academic odyssey culminates in the monumental university entrance exams, a rite of passage that echoes Confucian principles of meritocracy. The General Scholastic Ability Test (GSAT), commonly known as the joint college entrance exam, assesses students’ knowledge and skills across various subjects, including Chinese language, English, mathematics, natural sciences, and social sciences. The results of this exam play a vital role in determining students’ eligibility for admission into universities and colleges. Success in these exams is often equated not just with educational achievements but with societal stature.

To support students in their academic journey, Taiwan has made significant investments in education, with a focus on providing modern facilities and resources to enhance the learning experience. Schools are well-equipped with advanced laboratories, libraries, and multimedia classrooms. The integration of technology in education has become increasingly prevalent, with the use of computers, tablets, and online resources to support teaching and learning. The country also has a robust network of cram schools, also known as buxiban. Approximately 70 per cent of high school students in Taiwan attend cram schools, and 60 per cent of middle school students attend them as well. These privately-run institutions offer supplemental education and exam preparation services. Cram schools provide additional tutoring, practice exams, and study resources to help students excel in their studies and increase their chances of success in the university entrance exams.

The Taiwanese education system is characterised by a strong commitment to quality education and continuous improvement. Schools in Taiwan are equipped with modern facilities, and teachers undergo rigorous training to ensure their competence and ability to deliver effective instruction. The emphasis on discipline and respect for authority creates a structured learning environment that promotes academic excellence and personal growth. Yet, woven into this tapestry of academic dedication are the challenges that underpin the mental health of high school students. The intense competition inherent in the system, coupled with societal expectations and the fear of failure, casts a looming shadow. Stress, anxiety, and, at times, depression become companions in this arduous journey.

An English quiz in Taichung Municipal Chu-Jen Junior High School / Photo by Chia Ying Yang via Wikimedia

Mental health issues and their stigmas

In Taiwan, high school students face significant mental health challenges that have a profound impact on their well-being, academic performance, and overall quality of life. Stress, anxiety, depression, and burnout are common issues experienced by Taiwanese high school students, with alarming statistics highlighting the prevalence of these mental health concerns. Academic pressure is a major contributor to the mental health issues faced by high school students in Taiwan. The intense focus on academic achievement and the competitive nature of university entrance exams places immense pressure on students. According to a study conducted by the Child Welfare League Foundation, over 70 per cent of high school students in Taiwan experience high levels of stress. The fear of not meeting expectations and the pressure to excel academically can lead to heightened anxiety levels and burnout.

One of the significant barriers to addressing mental health issues among Taiwanese high school students is the cultural stigma surrounding mental health. Traditional beliefs and cultural norms often view mental health problems as a sign of weakness or personal failure. This stigma prevents students from seeking help and perpetuates the cycle of suffering. According to research conducted by the Taiwan Suicide Prevention Center, the suicide rate among students aged from 15 to 24 has been increasing, underscoring the urgency of addressing mental health concerns.

Efforts have been made in Taiwan to address mental health issues among high school students. Schools have implemented counselling services and mental health programs to provide support and resources for students. The Ministry of Education has also developed guidelines for mental health promotion in schools, emphasising the importance of awareness, prevention, and early intervention. These initiatives aim to create a supportive environment and reduce the stigma surrounding mental health. However, despite these efforts, there are still many challenges in effectively addressing mental health issues among Taiwanese high school students. One of the key challenges is the lack of sufficient resources and funding for mental health support in schools. The demand for mental health services often exceeds the available resources, leading to long waiting lists and limited access to timely support for students.

Another challenge is the need to increase awareness and education around mental health. While progress has been made in reducing the stigma associated with mental health, there is still a long way to go. Many students, parents, and educators may still lack understanding and knowledge about mental health issues, which can hinder early identification and intervention. Additionally, the pressure to achieve high academic performance remains deeply ingrained in the education system and society, making it difficult to shift the focus towards holistic well-being. The emphasis on standardised tests and university entrance exams creates a competitive environment that prioritises academic success over mental well-being. To address this challenge, a comprehensive approach is needed, involving not only schools but also policymakers, parents, and the wider community.

To truly address mental health issues among high school students in Taiwan, it is crucial to rely on facts and statistics to highlight the severity of the problem. By emphasising the prevalence of stress, anxiety, depression, and burnout among students and showcasing the impact of these issues on their well-being and academic performance, we can raise awareness and advocate for better support and resources. Additionally, it is important to continue promoting a supportive and inclusive environment in schools, where students feel comfortable discussing their struggles and seeking help without fear of judgment or stigma.

Conclusion

In conclusion, the Taiwanese education system, deeply rooted in Confucian values, places a strong emphasis on academic achievement. High school students face intense competition and pressure to excel academically and secure admission to prestigious universities. This, combined with a rigorous curriculum, heavy workload, and societal expectations, can contribute to mental health challenges such as stress, anxiety, and a sense of constant pressure. Promoting a supportive environment, addressing stigma, and prioritising students’ well-being are essential steps toward addressing these challenges and fostering a healthier educational culture in Taiwan. Last but not least, it is essential to recognise that the problem discussed above extends beyond the Taiwanese borders, resonating with many other countries in the Sino-sphere where the pressures of academic achievement and the accompanying mental health challenges are shared experiences.

References

Cover Image by NSaad (WMF) via Wikimedia Commons

USA: 11 facts about high school dropout rates

Written by Néusia Cossa

We used to see social media, such as YouTube or Instagram, shaping dropouts, like how intelligent people get their lives together and become successful businessmen and women. Sometimes, this may be the case. Nevertheless, in reality, things are not so simple; high school dropouts have negatively affected society.

  1. Every year, over 1.2 million students drop out of high school in the United States alone.

That is a student every 26 seconds – or 7,000 a day[1]. The status dropout rate represents the percentage of 16- to 24-year-olds not enrolled in high school and lacking a high school credential (either a diploma or an alternative certification such as a GED certificate). In 2020, there were 2.0 million status dropouts between 16 and 24, and the overall status dropout rate was 5.3 per cent. This Fast Fact estimates status dropout rates using the Current Population Survey (CPS). The CPS is a household survey that covers the civilian noninstitutionalized population, which excludes persons in the military and persons living in institutions (e.g., prisons or nursing facilities).

The status dropout rate varied by race/ethnicity in 2020. The status dropout rate for Asian 16- to 24-year-olds (2.4 per cent) was lower than the rates for Black (4.2 per cent) and White (4.8 per cent) 16- to 24-year-olds, and all three rates were lower than the rate for those who were Hispanic (7.4 per cent). The status dropout rate for Asian 16- to 24-year-olds was also lower than that for those of Two or more races (6.5 per cent) and American Indian/Alaska Native (11.5 per cent). The rate for those who were Black was lower than the rate for those who were American Indian/Alaska Native.

Photo by Feliphe Schiarolli on Unsplash

2. According to David Silver (2008), about 25% of high school freshmen fail to graduate from high school on time.

Neild and Balfanz (2006) analyzed the School District in Philadelphia, showing that academic experiences play a critical role in students’ lack of persistence toward high school graduation. Furthermore, many students fall off the graduation track years before entering 9th grade. Attendance rates and course failure in math and English during 8th grade were found to have strong predictive power for high school completion.  In another study, Balfanz, Herzog & Mac Iver (2007) found that using attendance, behaviour, and course failure in math and English as key predictive indicators, they identified over half of the district’s future dropouts as early as the 6th grade.  Hence, the transition into the high school setting at 9th grade can push students who have been struggling academically and/or disengaged for years off the path to graduation.

In summary, there is much evidence that high school completion and post-high school educational status are not a function of high school educational experiences alone. In some cases, early educational experiences can predict the high school track in which students are assigned, influencing educational outcomes (Gonzalez et al., 2003; Oakes, 1985/2005).  Education is a cumulative process in which earlier academic experiences inform high school academic success. Nevertheless, a more precise understanding of early school factors influencing high school performance is needed to formulate pre-high school interventions to improve high school completion rates.  

3. The U.S., which had some of the highest graduation rates of any developed country, now ranks 22nd out of 27 developed countries[2]

    The dropout rate has fallen 3% from 1990 to 2010 (12.1% to 7.4%). Whereas, in 2020, the overall status dropout rate was higher for male 16- to 24-year-olds than for female 16- to 24-year-olds (6.2 vs. 4.4 percent). Status dropout rates were higher for males than females among Hispanics (8.9 vs 5.9 per cent) and Blacks (5.6 vs 2.9 per cent). However, the status dropout rates for males and females did not measurably differ for those of two or more races, White or Asian (National Center for Education Statistics, 2022).

    4. The percentage of graduating Latino students has significantly increased. In 2010, 71.4% received their diploma vs. 61.4% in 2006. However, Asian-American and white students are far more likely to graduate than Latino and African-American students.

    5. More U.S. high school students than ever are graduating on time, according to new information released by the research arm of the U.S. Education Department.

    According to the report, the percentage of students who graduated from high school within four years of starting ninth grade in the 2006-2007 school year hit a record high. “What we see is an increase,” Jack Buckley, who directs the Education Department’s National Center for Education Statistics, told The Huffington Post. Of the 4 million students who started school in 2006-2007, 3.1 million — or 78.2 per cent — graduated with a regular or advanced diploma in the 2009-2010 school year. That is an increase of more than two percentage points[3].

    Photo by Redd F on Unsplash

    6. A high school dropout will earn $200,000 less than a high school graduate over his lifetime. And almost a million dollars less than a college graduate.

    Earnings increase with educational level. Adults aged 25 to 64 who worked at any time during the study period earned an average of $34,700 annually. Average earnings ranged from $18,900 for high school dropouts to $25,900 for high school graduates, $45,400 for college graduates, and $99,300 for workers with professional degrees (M.D., J.D., D.D.S., or D.V.M.). Except for workers with professional degrees who have the highest average earnings, each successively higher education level is associated with an increase in earnings.

    Work experience also influences earnings.  Average earnings for people who worked full-time year-round were higher than average for all workers (including those working part-time or for part of the year). Most workers worked full-time and year-round (74 per cent).  However, the commitment to work full-time, year-round, varies with demographic factors, such as educational attainment, sex, and age.  For instance, high school dropouts (65 per cent) are less likely than people with bachelor’s degrees (77 per cent) to work full-time and year-round. Historically, women’s attachment to the labour force has been more irregular than men’s, primarily due to competing family responsibilities.7 Earnings estimates based on all workers (which includes part-time workers) include some of this variability.  Yet, regardless of work experience, the education advantage remains (Jennifer Cheeseman Day and Eric C. Newburger, 2002:2-3)[4].

    7. In 2010, 38 states had higher graduation rates. Vermont had the highest rate, with 91.4% graduating. Furthermore, Nevada had the lowest, with 57.8% of students graduating.

    Based on data collected from the states for the Class of 2010, the National Center for Education Statistics estimated that 78 per cent of students across the country earned a diploma within four years of starting high school. The graduation rate was last at that level in 1974, officials said.

    Students in Maryland and Virginia had higher graduation rates than the national average — 82.2 per cent and 81.2 per cent, respectively.

    The District had a lower graduation rate than all but one state, with 59.9 per cent of its students graduating on time. However, it is not unusual for major cities to experience a higher dropout rate and lower graduation rate than states. One study found that the Class of 2005 graduation rate in the nation’s 50 largest cities was 53 per cent, compared with 71 per cent in the suburbs.

    High school graduation rates are one measure of school success, and educators and policymakers have been trying for decades to stem the number of U.S. students who drop out of high school.

    Notable in 2010 was the rise in Hispanic students who graduated on time, with a 10-point jump over the past five years to 71.4 per cent. Hispanics are the nation’s largest minority group, making up more than 50 million people, or about 16.5 per cent of the U.S. population, according to the Pew Hispanic Center. One in four pupils at public elementary schools is Hispanic.

    Graduation rates improved for every race and ethnicity in 2010, but gaps among racial groups persist. Asian students had the highest graduation rate, with 93 per cent finishing high school on time. White students followed with an 83 per cent graduation rate, American Indians and Alaska Natives with 69.1 per cent and African Americans with 66.1 per cent (Lyndsey Layton, 2013)[5].

    8. It is concerning to know that nearly 2,000 high schools in the United States have a graduation rate of less than 60%.

    More than half the African American students in Illinois, Ohio, Michigan, New York, and Pennsylvania attend high schools where most students do not graduate on time, if at all. By contrast, the percentage of White students attending weak-promoting power high schools in these states is below the national average. As a result, African American students in these states are up to 10 times more likely to attend a high school with meagre graduation rates than White students. Even more striking gaps can be found by looking at the high schools with the worst promoting power in Illinois, Ohio, Michigan, New York and Pennsylvania (Robert Balfanz and Nettie Legters, 2004:15).

    9. These “dropout factories” account for over 50% of the students who leave school every year.

    According to a new study, after decades of flat-lining graduation rates, states finally have started to turn around or close hundreds of so-called “dropout factory” schools and recover some of the thousands of students who had already given up.

    The Washington, D.C.-based policy firm Civic Enterprises, whose 2006 report, “The Silent Epidemic,” helped galvanize state and federal attention on high school dropouts, reported that most states had gained momentum in improving graduation rates but will need to improve at least five times faster to meet a national goal of 90 per cent of students graduating on time by 2020.

    The study suggests that a combination of state economic concerns and federal accountability pressure has helped drive the national graduation rate from 72 per cent in 2001 to 75 per cent in 2008, the most recent federal graduation estimate. Black, Hispanic, and Native American students made some of the most significant gains, but more than 40 per cent of those students still did not graduate on time as of 2008 (Sarah D. Sparks, 2010)[6].

    Photo by Sam Balye on Unsplash

    10. 1 in 6 students attend a dropout factory. 1 in 3 minority students (32%) attend a dropout factory, compared to 8% of white students.

    High schools with the worst promoting power are concentrated in a subset of states. Nearly 80% of the nation’s high schools that produce the highest number of dropouts can be found in just 15 states (Arizona, California, Georgia, Florida, Illinois, Louisiana, Michigan, Mississippi, New Mexico, New York, North Carolina, Ohio, Pennsylvania, South Carolina, and Texas)[7].

    11. In the U.S., high school dropouts commit about 75% of crimes.

    With high youth crime rates, there seem to be other effective alternatives to combat youth violence; however, America continues to build more facilities to detain at-risk youth. “That is one of the questions that we raised with this special over and over again. Our economy is stalled. The prison industry is the fastest-growing industry in America. Why? Because it is a business, we incarcerate more people in the nation than any other country in the world. Like everything else, it is all about money,”. “The lives of these children are dependable, and it is sad because it costs a whole lot less money to educate these kids than it does to incarcerate these kids” (Tavis Smiley)[8].

    A part of society portrays dropouts positively, leading to chasing your dream because school is tedious and expensive, as some may say. However, dropouts indeed have significant effects on society and economy that are not very helpful. Therefore, people should proceed with their education for the sake of the country’s national interest.  

    References
    • https://www.dosomething.org/us/facts/11-facts-about-high-school-dropout-rates#fn1  accessed in May 23, 2023
    • https://www.dosomething.org/us/facts/11-facts-about-high-school-dropout-rates#fn3 viewed in May 23, 2023
    • https://www.huffpost.com/entry/graduation-rate-record-high-school-students_n_2522128 viewed in May 24, 2023
    • chromeextension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.census.gov/content/dam/Census/library/publications/2002/demo/p23-210.pdf viewed in May 24, 2023
    • https://www.washingtonpost.com/local/education/national-high-school-graduation-rates-at-a-four-decade-high/2013/01/21/012cd7da-63e7-11e2-85f5-a8a9228e55e7_story.html viewed in May 24, 2023
    • https://www.edweek.org/teaching-learning/study-points-to-fewer-dropout-factory-schools/2010/11 viewed in May 24, 2023
    • chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://files.eric.ed.gov/fulltext/ED484525.pdf viewed in May 24, 2023
    • https://consciousnessmagazine.com/TavisSmiley/ viewed in May 24, 2023

    [1] https://www.dosomething.org/us/facts/11-facts-about-high-school-dropout-rates#fn1 accessed in May 23, 2023

    [2] https://www.dosomething.org/us/facts/11-facts-about-high-school-dropout-rates#fn3 viewed in May 23, 2023

    [3]https://www.huffpost.com/entry/graduation-rate-record-high-school-students_n_2522128  viewed in May 24, 2023

    [4]chromeextension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.census.gov/content/dam/Census/library/publications/2002/demo/p23-210.pdf viewed in May 24, 2023

    [5] https://www.washingtonpost.com/local/education/national-high-school-graduation-rates-at-a-four-decade-high/2013/01/21/012cd7da-63e7-11e2-85f5-a8a9228e55e7_story.html viewed in May 24, 2023

    [6] https://www.edweek.org/teaching-learning/study-points-to-fewer-dropout-factory-schools/2010/11 viewed in May 24, 2023

    [7] chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://files.eric.ed.gov/fulltext/ED484525.pdf viewed in May 24, 2023

    [8] https://consciousnessmagazine.com/TavisSmiley/ viewed in May 24, 2023