JAPANESE CULTURES INFLUENCE ON EDUCATIONAL PRATICES: ITS IMPACT ON

MEETING THE ACADEMIC AND PSYCHOLOGICAL NEEDS OF STUDENTS

BY

RACHEL KELLY

Mentor

Khyati Y. Joshi, Ed. D.

Submitted in Partial Fulfillment

of the Requirements for the Degree
Masters of Arts in Teaching (MAT)
Fairleigh Dickinson University

Spring 2017
 Abstract

The purpose of this project was to explore how Japans deeply ingrained

culture aspects affect its education system, and to determine if the current

system meets the diverse academic and psychological needs of its students.

Scholarly literature was reviewed to gain a basic understanding of Japans

cultural history and reveal what traditional elements exist in modern

Japanese society. More research was reviewed to discover what kinds of

educational practices schools employ on a regular basis. Evidence from the

literature suggests that the Japanese school system does not always

implement or consider using procedures that would cater to the diverse

needs of its students. To validate this argument, a study was held in a

second-year Japanese high school class. Students were observed,

interviewed, and given a survey to determine how their school life affects

them and whether or not they feel that their personal needs are being met.

The anticipated outcome is that a large percentage of students will feel that

their needs are not being met in at least one area. It is also anticipated that

a small portion of students will feel that the current educational environment

helps them excel, while another small portion will believe they are not being

supported at all.
 Chapter 1: Introduction

In modern day society, Japan is known as a globalized country with a

unique culture and history. In the realm of education, Japanese students are

known for having some of the best test scores in the world (WuDunn, 1996).

Based on this, one could assume that they have an outstanding education

system. It is true for many aspects- Japanese students tend to be very

independent, respectable, well-behaved, and hardworking (Sato, 1990). This

is a result of the beliefs that have been handed down from traditional

Japanese culture and are ingrained in everyday society and education. These

beliefs make many of Japans educational practices very different than the

ones used in Western countries (Schmid, 2012).

In the United States, there has been decades of research about

different learning styles. There is a philosophy that students learn in their

own unique ways, and have diverse needs that can affect how well they

learn in school. Because of this, many educators in the United States

emphasize providing students with individualized instruction (Nolen, 2003).

Japan, on the other hand, stresses conformity. An ample part of Japanese

culture is the idea that group harmony is more important than ones

individual needs (Schmid, 2012). This concept creates some advantages,

such as a strong sense of community among students and teachers (Sato,

1990). However, taking a closer look at education in Japan reveals that the

idea of conformity creates problems within the system, such as ignoring the
individual differences of students (Schmid, 2012). In addition, psychological

problems are not usually acknowledged in Japan (Borovoy, 2008). It is the

belief of this researcher that a students needs- whether educational, social,

or psychological- cannot be addressed unless their individual differences are

acknowledged. Therefore, the hypothesis of this study is that the Japanese

education system is not adequately providing the support that every

individual student needs.

Many issues related to these problems in Japanese education have

been studied extensively by researchers. Study teams have researched

Japanese educational practices, conformity, bullying, the test and cram

school culture, psychological problems, mental healthcare in Japan, and so

on. Yet, there is not a sufficient amount of research that takes all of these

cultural aspects and analyzes how they affect students learning in terms of

their academic or psychological needs in school. Researching this concept is

the purpose of this proposed study. To help confirm this studys hypothesis,

the researcher posed these research questions:

How does traditional Japanese culture affect the current education

system?
Is the current education system in Japan meeting the diverse academic
and psychological needs of its students?

To answer these questions, scholarly literature was reviewed. The findings

can be read in Chapter 2, which is broken down into the following sections:

Cultural and Historical Influences

Moral Education: Responsibility and Community
 Moral Education: Conformity
New Special Education System
The Prevalence of Bullying
Psychological Problems and Mental Illness
An Intense Academic Schedule and School Life
In The Classroom

Related terms in the literature review are:

Ijime- psychological harassment, a common form of bullying in Japan

Hikikomori- a unique problem in Japan where people withdraw themselves

from society for long periods of time

School refusal syndrome- when students do not attend school regularly or

do not attend at all

Chapter 3 consists of a detailed description of the methodology that would

be used in a research study to further answer these questions.
 Chapter 2: Literature Review

Cultural and Historical Influences

Many modern Japanese customs and beliefs date back to thousands of

years ago. The most influential aspects that have shaped modern Japanese

philosophy are the different religions that have been practiced throughout

Japans history. A significant religion in Japan is Confucianism. Confucius

believed that people should be united in one spirit, and encouraged his

followers to partake in piety, loyalty, docility, and self-sacrifice, all of which

can still be seen in Japan today. The most prominent belief from

Confucianism is conformity over individuality (Sakurai, 2011). This belief is

similar to those held in Japans own indigenous religion: Shintoism. This

religion emphasizes being clean and pure. There is a belief in Shintoism that

those who are impure can contaminate those around them. This resulted in

the Shinto practice of isolating someone who was impure from the rest of

society (Treml, 2001).

Another important influence on modern Japanese culture is Buddhism.

This religion originates from China, but was adapted into Japanese society

about a thousand years ago. According to Ienaga (1965), Buddhism was

considered progressive at first, but over time, it became politicized. Many of

the high standing monks and priests created ties with the feudal lords and

nobility during the Feudal Era (1185- 1868 CE). To stay privileged, the priests
pushed the agenda of the nobility, teaching everyday citizens that they

should not question authority. This concept is still apparent in modern day

Japan, where many people do not question the different hierarchies that exist

within Japanese society (Ienaga, 1965).

During the Meiji Restoration (1868- 1912 CE), the feudal system was

dismantled and the government began to reform its education system. The

emperor signed the Imperial Rescript of Education, which set guidelines for

education, and the government subsequently created the Fundamental Code

of Education. Peter Cave (2016) explains that the purpose of this code was to

create a society that would seem impressive to foreign countries, and make

Japan appear to be a formidable empire. In order to do this, the government

made moral education part of the national curriculum, the purpose of which

was to teach children nationalistic values. Children would grow up to

consider Japan the most powerful and respected nation in the world, and

would not question their government. This idea of nationalism was expressed

in almost everywhere in education- textbooks, fictional stories, songs, and so

on (Cave, 2016). However, the textbooks only showed positive aspects of

Japanese history, and do not include the more questionable parts of the

countrys past (Sakurai, 2011). Buddhist organizations (who were afraid of

Christianitys rapidly growing influence at the time) agreed with the Meiji

government and supported its efforts. The priests continued to push

nationalistic beliefs and the idea that authority needs to be followed (Ienada,

1965).
 This system stayed in place until after World War II, when the

emperors rule came to an end. The war devastated Japan, making it

unstable financially and structurally. In an effort to rebuild and advance their

society, the new government and education system decided to stress the

importance of group effort and the idea of society over the individual. This

resulted in Japan growing and becoming industrialized very quickly. It also

had an enormous effect on Japan culturally (Rios-Ellis, Bellamy and Shoji,

2000). In fact, these sentiments and educational policies have barely

changed since the 20th century, and are still a major part of the Japanese

school curriculum (Sakurai, 2011).

Moral Education: Responsibility and Community

These influences can be seen everywhere in Japanese society and

education, all the way from preschool up until secondary education. Moral

education is mandatory starting in early elementary school (Schmid, 2012)

and has been part of the foundation of education since the Meiji Era (Sakurai,

2011). Japans current Prime Minister, Shinzo Abe, and his administration say

the purpose of moral education is to help instill Japanese traditions among

children, and help prepare them for a globalized world (Bolton, 2015). Abe

claims that current practices in moral education are meant to help prevent

social issues in Japan, such as bullying and juvenile delinquency (Bolton,

2015). However, many of the things being taught in moral education may

actually contribute to these issues, as will be discussed later in this review.

Moral education is also meant to teach students good virtue,

patriotism, love of school, respect for society, and established order (Schmid,

2012). As of right now, moral education is incorporated throughout all

subjects and activities, and schools hold one-hour lessons once a week to

teach moral lessons. This amounts to about 35 hours of moral education,

which is only a small portion of time compared to other non-curriculum

subjects, such as art (Bolton, 2015). However, some researchers believe that

the importance of moral education outweighs the other subjects (Sakurai,

2011).

Nancy Sato (1990), who participated in a year-long study observing a

Japanese classroom, noticed that moral educations emphasis on respect and

self-discipline makes students more responsible, independent, and well-

behaved. Firstly, the idea of hierarchy is instilled in the students, and the

teacher acts as a moral exemplar who directs the students and provides

guidance. Within the classroom, the students are usually given different

roles, such as a class president or class representative. Other students rotate

doing minor roles, such as taking attendance. Gerald K. LeTendre (1999),

who has done several research studies on Japanese education, explains that

these roles, and the classrooms rules and regulations help to maintain order

in the classroom. Marcia Baris-Sanders (1997) noticed similar trends during

her teaching tenure in Japan. She believes that Japans emphasis on

conformity and hierarchy creates a positive peer pressure that forces

students to be well-behaved.

Moral education also teaches Japanese students to take on many of

their own responsibilities. During her study, Sato (1990) observed times

when students assumed mandatory responsibilities, like cleaning the

classroom. She also witnessed how students plan their own activities for

events, such as Sports Day or the Cultural Festival, with barely any teacher

supervision. LeTendre (1999) also witnessed students assuming responsibility

on their own. He observed students participating in afterschool club activities

without a teacher present. Instead, the seniors in the club ran the activities

and directed their underclassmen. Both Sato (1990) and LeTendre (1999)

agree that Japanese teachers can assume the role of invisible authority

because the students are so self-sufficient. From her time in Japan, Baris-

Sanders (1997) believes that allowing students the freedom to make their

own decisions empowers them to be creative, responsible, and social all at

the same time.

The moral curriculum also teaches the concept of group harmony and

how individual needs are not important. Conformity is highly valued (Schmid,

2012). Sato (1990) believes that this allows the students and teachers to

form a sense of community. In fact, the Japanese education system

accentuates community. LeTendre (1999) explains that teachers and

students work together on all kinds of activities together, such as beautifying

the school grounds. When doing such activities, the teachers participate as
well to help build a sense of oneness. For example, during his research

studies, LeTendre (1999) saw teachers and sometimes even principals or

other administrators helping clean the school. Even though these people are

higher in the hierarchy, they still did the most menial tasks while cleaning,

emphasizing how everyone was working together toward the same goal.

Sato (1990) says that the sense of community is so strong that some

students will continue to stay in contact with their teachers many years after

they have graduated. The feeling of togetherness is taken even further

through home visits, and teacher-parent collaboration on events and

community activities.

Moral Education: Conformity

Despite this, there are negative educational implications that result

from Japans emphasis on conformity. Because of the historical and cultural

influences mentioned thus far, being different, even slightly, is considered

dangerous in Japanese society. Schmid (2012), a college professor, explains

that this concept is so ingrained in Japanese society that instructors

purposely avoid discussing the individual differences between students

appearances, personalities, and behaviors. Sometimes teachers will not

acknowledge the individual accomplishments of one student, and instead

credit it to the whole class (LeTendre, 1999). In his thesis on moral education,

Bolton (2015) explains that the Japanese government stresses conformity as

well. In 2001, the Major of Kyoto, Yorikane Matsumoto, claimed that there

was too much individuality in students and that it was affecting Japanese
traditions. In fact, the Abe administration is considering making moral

education an official subject where teachers would be forced to teach certain

concepts. Since Abe took office, there have been new reforms and additions

to moral education, which shows how the government looks down on

individuality and stresses conformity. Moral education and its recent reforms

have received many criticisms from the West and all over the world. Critics

claim that moral education is overly nationalistic, is brainwashing children,

and hinders them from having individual thoughts (Bolton, 2015).

In the United States and other countries, there is a philosophy that

every student learns differently and has diverse needs. This allows educators

to modify instruction and try to help students learn to the best of their ability

(Nolen, 2003). However, in Japan, miniscule differences arent even

acknowledged (Schmid, 2012). Many schools go as far as making the

students wear identical uniforms, and prohibit any alteration to their

uniforms or belongings (Sato, 1990). In terms of academics, this means that

many students in Japan may not be receiving the kind of instructional

practices that cater to their personal strengths and will allow them to learn

more efficiently. In fact, Sato (1990) witnessed teachers who feared that

giving special treatment to certain students might disrupt the classs sense

of unity; therefore, teachers tended to avoid this, even when they knew

some students needed individual attention. Despite the emphasis on

conformity, Sato (1990) explains that students personal individualities do

become apparent during class time. Through her observations, she noticed
teachers encouraged students to express their opinions during discussions,

and that the students personalities and differences became much more

noticeable.

New Special Education System

In recent years, Japan finally established special education for children

with cognitive, developmental, and learning disabilities. Through this new

system, children can receive separate and individualized support for their

needs. Students that would not have been considered for extra help in the

past are now receiving special education support, which is a step in the right

direction. Misa Kayama (2010), who reviewed research and literature on

special education in the Japan, explains how social stigma and the idea of

conformity prevented Japan from enacting special education. Many educators

and administrators were afraid that putting students in special education

would alienate them. It wasnt until the 2007- 2008 school year that Japan

implemented special education for children with learning disabilities,

cognitive disabilities, and other disabilities. Prior to this, only students with

severe physical handicaps like blindness, deafness, or serious mental

retardation received special education in separate educational settings

(Izutsu & Powell, 1961). Even if a child had an obvious condition that could

impair their education, such as Autism, they were still expected to attend

classes with other regular students (Kayama, 2010).

The new special education system is seen as a victory for many

educators, but it still needs to work out its kinks. In her literature review,
Kayama (2010) describes interviews she had with parents who had children

enrolled in the new special education program. The parents revealed that the

social stigma of disability is still prevalent in Japanese society. For example,

one mother explained that others assume she is unhappy or disappointed

because she had a disabled child. In addition to this, many of the parents

expressed that the special education services were unorganized. They also

said that it was sometimes difficult to receive systematic support because

there werent set standards or procedures. However, Kayama (2010) explains

that the system is slowing improving.

One success story was a study conducted by Misa Kayama and Wendy

Haight (2012), where three students with different disabilities were observed

participating in an elementary schools new special education program. In

this study, the children slowly transitioned from their regular classrooms to

separate classrooms where they could receive individual support. All three

children benefited academically and psychologically from their special

education programs, but were also able to retain their friendships and sense

of community with their former classmates (Kayama & Haight, 2012).

The Prevalence of Bullying

Despite the implementation of special education, the concept of

conformity still creates many other problems in Japanese education. The idea

that those who are different are bad has made bullying a frequent issue in

Japan. Hilton, Anngela-Cole, and Wakita (2010) created a cross-cultural

comparison of bullying in the United States and Japan, and found that
violent, aggressive bullying tends to occur less in Japan than compared to

the United States. However, ijime (psychological harassment including verbal

abuse, isolation, etc.) is a major problem among Japanese students.

According to an extensive study and examination of bullying in Japan by

Rios-Ellis, Bellamy and Shoji (2000), bullying is very prevalent, but also

extremely underestimated. Both groups (Rios-Ellis, Bellamy & Shoji, 2000;

Hilton, Anngela-Cole, & Wakita, 2010) noticed that boys tended participate in

bullying more than girls, and were more likely to use violence. Hilton,

Anngela-Cole, and Wakita (2010) noted that Japanese girls are more likely to

use teasing or isolation as a form of bullying, and are more likely to engage

in bullying than female students in other countries.

Both research groups (Hilton, Anngela-Cole, & Wakita, 2010; Rios-Ellis,

Bellamy & Shoji, 2000) found that bullying seems to occur the most between

the transition from elementary school to junior high school. This could be due

to the fact that children around this age experience physical, cognitive, and

psychological changes. There is also the possibility that the students want to

establish a new social hierarchy in their new school setting (Hilton, Anngela-

Cole, Wakita, 2010). Ijiime continues to occur throughout the rest of

students school careers, but lessens toward the end of high school. Hilton,

Anngela-Cole, and Wakita (2010) believe that one likelihood for this is that

high school students are preparing for college entrance exams, and are

simply too distracted.

 In her literature review about Japanese bullying, Jacqueline Treml

(2001) explains how Japans intense educational system could also be

contributing to the problem of bullying. For example, the school year is

longer and breaks are shorter compared to other countries, such as the

United States. Many students also participate in extracurricular activities,

which gives them less time to relax. This results in many Japanese students

frequently feeling tried, stressed, and anxious. Because students always feel

on edge and frustrated, they are likely to take their pain out on someone

else. One student in Tremls (2001) study admitted that they pick on others

when they are stressed because it feels good.

In their analysis of different types of bullying, Rios-Ellis, Bellamy and

Shoji (2000) explain that individuals who are different tend to be the victims

of bullying because of the cultural aspects discussed thus far. In their study,

they found that the most common form of bullying is social isolation, where a

large amount of students will ignore or shun a particular student, hinting

back at Shinto roots. The analysis found that teasing, name calling, and

stealing or vandalizing the victims belongings were also common forms of

bullying for both males and females (Rios-Ellis, Bellamy & Shoji, 2000).

Through their comparison, Hilton, Anngela-Cole, and Wakita (2010)

noticed that many victims of bullying will not seek help because they are

scared of being isolated further. They explain that, in Japan, bullies may

actually be the victims friends. The victim may believe that the aggressors

really are their close friends, and that they somehow deserve the unfair
treatment. Treml (2001) explains in her literature review that this is a

common belief in Japan. Instead of being seen as a victim, the person being

bullied is seen as doing something wrong. This belief is even held among

parents whose children have been bullied. For example, a common proverb

to tell children is The nail that sticks up gets hammered down (Treml,

2001).

Therefore, victims tend to stay with their group of friends, instead of

reporting the bullying behavior. Hilton, Anngela-Cole, and Wakita (2010) also

explain that Japanese students tend not to stand up for classmates that are

being bullied. There are even times when peers of a classmate, who are

usually on good terms, will begin bullying them as well. However, there is

also the possibility that some students may not realize that their bullying

behavior is wrong. Hilton, Anngela-Cole, and Wakita (2010) explain that

children learn from those around them. If they are part of a group of friends

that believes being different is bad, they are likely to follow that belief. In

Japanese culture, every group has its own rules, and those rules are

considered absolute among its members (Hilton, Anngela-Cole, Wakita,

2010).

Children also learn from their teachers and educators. Children are

taught contradictory things by educators and moral education. As discussed,

they are supposed to be taught how to get along with one another through

community and group bounding (Sato 1990; Baris-Sanders, 1999; LeTendre,

1995) and yet their emphasis on conformity is a big contributor to bullying

(Treml, 2001). In their study, Rios-Ellis, Bellamy and Shoji (2000) interviewed

one teacher who admitted that the Japanese education system does not

teach students the skills they need to take care of themselves or each other.

On top of this, Rios-Ellis, Bellamy and Shoji (2000) also note that school

officials and staff tend to not go out of their way to help the victims either.

Many adults deny the existence of bullying and try to maintain the situation

as normal as possible. Teachers are held accountable for their students

behavior, and admitting that there is a bullying problem in their class could

reflect badly on them (Rios-Ellis, Bellamy and Shoji, 2000). Treml (2001) also

notes that school administrators can be reluctant to admit that bullying is a

problem because it could hurt the reputation of the school. Other times, a

teacher may not do anything because it benefits the class as a whole. In

an interview with Mihashi (1987), one teacher admitted that classes run

more smoothly when a student is being bullied.

Sometimes even teachers will participate in bullying. This can be

consciously or unconsciously (Treml, 2001). For instance, Mihashi (1987)

describes an indecent that happened in 1986, when an 8th grade class held a

pretend funeral for a student who had left a suicide note on his desk. Some

teachers actually joined in and participated in the mock funeral. To them,

they it as a joke, but it had terrible implications because it is showing

students that this kind of behavior is acceptable (Treml, 2001). Other times,

teachers may not be purposely bullying a student, but their actions can still

psychologically harm a child. For example, Treml (2001) describes how some
teachers may use extreme measures to punish a student. This can be having

the student do an exercise over and over again until it is perfect, or using

physical means, such as sticking them with a thumbtack. Even if this is

meant to teach a student about consequences, it is teaching other students

that such behavior is appropriate.

Psychological Problems and Mental Illness

It is common knowledge that bullying and social isolation can cause

major psychological problems and that this can affect a students ability to

learn and function in school. If a Japanese student is struggling

psychologically, there is a system in place that does offer support for

students, although it too has flaws. Amy Borov (2008) did an extensive study

on Japanese people suffering from hikikomori (being completely withdrawn

from school or society), and discusses how the idea of psychological

problems, such as depression or other forms of mental illness, are not really

acknowledged in Japan. She says that because of the social values of

conformity, the Japanese education system avoids stigmatizing or

marginalizing its students in any way that may make them seem different.

During her time in Japan, Borov (2008) noticed that even among therapists,

there is an antipsychiatry bias. She explains that instead of diagnosing

someone with a condition that could remove them from the mainstream,

many psychologists blame mental illness on someones attitude. They think

fixing ones mental state is simply a matter of discipline and resilience. This

has caused cases of depression and other conditions to be underdiagnosed

in Japan (Borovoy, 2008). Morita, Suzuki, Suzuki, and Kamoshita (1993) held

a study to determine the prevalence of psychiatric disorders in Japanese

students. They diagnosed 16% of 12-13-year-olds and 14% of14-15-year-old

students with some kind psychiatric disorder. However, out of all of the

students who were diagnosed, only one had received professional help.

Gerald K. LeTendre (1995), who performed a study on Japanese

schools guidance counseling system, explains that this denial of mental

illness has shaped the way that the Japanese education system provides

guidance to students. He explains that the counselors in a Japanese school

are not a group of separate professionals. Instead, regular teachers act as

counselors, but have no professional psychology training. These teachers

may be able to help students in some regards, but if a child has a serious

mental illness or psychological problem, they will not be able to provide the

proper support. For very serious cases, a counselor can send a student to

outside psychological services, but the process is long and complicated, and,

again, counselors may try to avoid labeling students (LeTendre,1995). During

her observation of a hikikomori support group, Borovoy (2008) witnessed

how a counselor refused to send a girl with depressive and reclusive

symptoms to a psychiatrist. Other times, she saw parents who refused to get

their child help, even when a counselor did recommend it. Despite the social

climate, LeTendre (1995) does mention in his findings that some schools
have begun adapting formal counseling positions, but most schools still rely

on the teacher-as-counselor role.

Of course, a student having difficulties with their mental state can seek

help outside of school. However, they may not want to get help because of

the social factors mentioned. A survey by Kanehara, Umeda, and Kawakami

(2015) researched reasons why young Japanese people avoid getting mental

health services, and found that some participants named social stigma and

cultural beliefs as their reasons. Altogether, though, other factors made up a

large percentage of why they were dissuaded from getting psychological

help. Other factors included participants being unsure of where to go, not

having enough time, or having problems with things like transportation,

scheduling, or health insurance. Only 8% of the survey respondents said that

they were worried about what others thought. This shows that perhaps the

stigmatization of mental illness isnt as bad as perceived. Yet, the reason

with the highest percentage was The problem went away by itself, and I did

not really need help. This sentiment may again be related to the Japanese

belief of self-resilience (Kanehara, Umeda, & Kawakami 2015).

Borovoy (2008) says that Japans emphasis on self-resilience and

socialization has created the idea of safe zones in Japanese society. In her

noteworthy article, Plea for Acceptance: Social Refusal Syndrome in Japan,

Margaret Lock (1993) explains that instead of getting psychological or

psychiatric help, there is a notion in Japan that it is better to take a period of

rest to help one recollect themselves, and regulate their routine. Then,
when the person eventually feels prepared, they are supposed to rejoin

society and continue living a mainstream life (Lock, 1993). Borovoy (2008)

says that this idea has created facilities that people can retreat to when they

are having mental health problems. However, patients are expected to stay

at these places for an extended period of time, instead of receiving

outpatient services like in other countries, such as the US.

This has manifested another common practice in Japanese schools

called step classrooms. These are areas where students can go during the

day to escape; a common one is the nurses office. This allows students to

attend school, but offers them a place to calm down and relax if they are

feeling stressed or overwhelmed (Borovoy, 2008). Morita, Suzuki, Suzuki, and

Kamoshita (1993) note that more and more students with emotional

problems are using the nurses office as a place to escape. In her study on

hikikomori youth, Borovoy (2008) witnessed how such a place can be

beneficial to students who temporarily need a place and time to recollect

themselves. She saw students form friendships with other students that

visited these areas and were struggling with similar problems. Borovoy

(2008) also notes that students may also form a supportive relationship with

the teachers in these areas and that the instructors can give students

needed advice. The problem, however, is that some students stay in these

safe zones every day. In these cases, the students are missing out on their

education, and may not receive the specific psychological support they may

need if they are having mental health problems (Borovoy, 2008).

 Many of the students that regularly visit step classrooms have what

is called school-refusal syndrome. In her analysis, Shoko Yoneyama (2000)

explains that school refusal syndrome is when a student chooses to skip

school regularly or does not attend at all. She says that it has been an issue

with Japanese students for decades and the problem is especially high since

secondary education is not mandatory in Japan. The abundance of students

that refuse to go to school could be related to the lack of psychological

support in the school system. Borovoy (2008) explains that many of the

students who have school-refusal syndrome cannot handle the pressures of

Japanese society or its education system. Yoneyama (2000) found this trend

in her research as well.

There is also a large amount of truancy and juvenile delinquency in

Japan, which may be linked to lack of support as well. Matsuura, Hashimoto,

and Toichi (2010) formed a study that interviewed and assessed Japanese

adolescents that were considered serious delinquent offenders. Their

research found that many of the subjects displayed symptoms of AD/HD,

antisocial behavior, and other cognitive issues that can lead to aggression,

violence, and other negative behaviors. If these students had been given

proper help for these conditions, there is a possibility that they may not have

progressed to the same level of aggression and delinquency.

An Intense Academic Schedule and School Life

 Other than lack of psychological support and social pressure, such as

bullying, there are other aspects of Japanese education that make students

very stressed. As mentioned earlier, Japanese students have fewer breaks

than other countries. Treml (2001) explains that they also deal with intense

social and academic pressure on a daily basis. Japan has what is known as

examination hell where students need to regularly take high-stakes tests.

In Japan, doing well on state exams is seen as the equivalent of having a

successful future (WuDunn, 1996). Even if a student is planning to have a

blue-collar career, Japanese society has ingrained its students with the idea

that success in school equals a happy future and family life (Yoneyama,

2000). Through her research, Tremls (2001) found one student that

admitted, With entrance exams leading to jobs into good companies,

everyone is really jittery which illustrates the immense pressure students

are under.

On top of this, cram school and other extra circular activities add more

burden to the students lives. Sheryl WuDunn (1996) explains in her article

that to score high grades on these tests, many students attend cram school

outside of their regular education hours. She says that as time has gone on,

the competition in Japanese education has increased and has resulted in

younger and younger students attending cram school. It has gotten to the

point where toddlers are attending cram school. This may seem extreme to

Western counterparts, but the best jobs are usually only available to students

who have graduated from top-notch universities, which requires high test
scores. Therefore, parents try to have their children excel at a young age

(WuDunn, 1996). WuDunn (1996) also explains that another issue with cram

school is elitism. Wealthy families are more likely get their children into

exclusive cram schools and private academies. Lower class students who

may not be able to afford this extra tutoring, which can create an unequal

gap between student achievement. Also, experts say that cram school is not

beneficial to children in the long run because it hampers students individual

thinking and teaches them that their only worth is their test scores. To make

things worse, the constant competition between students at cram schools

can turn peers into rivals that try to exploit one another, which is another

reason for students to partake in bullying (WuDunn, 1996).

In her cram school article, WuDunn (1996) discusses one student

named Shotaro who had an intense schedule; he regularly attended school

and cram school, along with also attending karate, art, and gymnastic

classes, and a special program to develop his thinking. And this student was

kindergarten age (WuDunn, 1996). Many middle school and high school

students also join clubs as part of an extracurricular activity. Students attend

these clubs after school, and most clubs hold meetings 4 to 6 days a week

(many clubs meet on Saturday), for around 2.5 to 3.5 hours a day. In some

schools, joining a club is mandatory, which adds more stress to students

already intense schedules (Blackwood & Friedman, 2015).

Such a schedule would be tiring and stressful for students of any age.

This is concerning because prolonged stress and fatigue can create anxiety
and other psychological problems. In fact, in her literature review, Treml

(2001) notes that many Japanese students report feeling fatigued and

stressed. Yoneyama (2000) reports in her analysis that many students that

suffer from school refusal syndrome have experienced school burnout or

are not getting enough rest to keep themselves healthy physically or

mentally. Another study by Morioka et all (2014) investigated the reasons for

Japanese students unhappiness. Many of the unhappy students did not get

adequate amounts of sleep, which could be due to their hectic schedules.

The most prominent reason for unhappiness, however, was poor mental

health. Additionally, according to the 2008 World Youth Survey, Japan ranked

second to last in terms of young peoples happiness (Sakurai, 2011). The

results of both of these studies could mostly likely a direct outcome of the

intense routines students go through on a daily basis. The lack of

psychological support mentioned earlier is probably another contributing

factor.

Despite this, one study claimed that Japanese students are happier

than students in other countries. David Crystal and Chuansheng Chen (1994)

assumed that the intense pressure of the Japanese school system would

make Japanese students prone to stress and depression. To confirm this, they

conducted a study that compared the stress levels of Japanese, Chinese, and

American students. To their surprise, they found that Japanese students

reported much less stress, depression, and other psychological issues than

students in the United States and China. Crystal and Chen (1994) discuss
that the Japanese students could have been trying to keep face because of

Japanese cultural beliefs, although they do not believe this was the case

based on interviews with the students. However, Blackwood and Friedman

(2015) discuss how a survey conducted by Hitotsubashi Bungei, Kyoiku

Shinkokai, and Nihon Seishonen Kenkyukai (2011) found that Japanese

students reported having much lower self-esteem levels than students in

China, Korea, and America. More research needs to be done in this area to

clear up this discrepancy.

Although extracurricular activities can overwhelm students, they can

also have positive aspects. As mentioned, many middle school and high

school students attend clubs after school. Blackwood and Friedman (2015)

conducted a study to see how joining a club affected Japanese students

sense of self-worth. They found that many students enjoyed their clubs

immensely and that their club activities made school fun and worthwhile.

The survey revealed that 13.8% of the students said that club activities were

their favorite part of school. One former student they interviewed even said

that high school was the best time of his life because he was able to devote

all of his time to the baseball club (Blackwood & Friedman, 2015). The study

by Morioka et all (2014) also found a similar trend. In their survey about

student happiness, the majority of students that reported being happy at

school were part of a club or extracurricular activity.

In The Classroom
 Club activities are one positive outcome of Japans school schedule;

however, the education systems intense academic schedule does more than

affect the students wellbeing. It is also ingrained into the fabric of the

students everyday curriculum. As mentioned, exams are a crucial part of the

education system and students need to do well on them to advance to a high

caliber high school or college (Treml, 2001). Because of this, Japanese

teachers need to incorporate material that will be tested through the exam

system. A study by Brown and Kikuchi (2009) about English language

instruction in Japan revealed pitfalls with the exam system. Every Japanese

middle school and high school student is required to take six years of English

language instruction. Although the Ministry of Education claims that this is to

teach them how to communicate in English, Brown and Kikuichi (2009) found

another trend. Based on their research, they discovered that the main focus

of this class was to prepare students for their college entrance exams

because the exam requires English language translation. Therefore, the

majority of English language classes teach students the skills needed to pass

the exam- traditional grammar and translation activities on paper. One

Canadian teacher who worked in Japan claims that the students barely even

speak during English class, and instead just listen and take notes (Gondor,

2005).

When Brown and Kikuichi (2009) interviewed students who took these

English language classes, many of them expressed disappointment. They

said that they never really learned how to communicate or express

themselves in English. Instead, they did mostly translation activities, which

they usually forgot after some time. If there wasnt so much pressure to pass

the college entrance exams, teachers could have done more creative and

effective exercises to help teach students how to speak and understand the

language. During her study in Japan, Sato (1990) found that Japanese

teachers often complain the testing system inhibits them from teaching their

students what they truly need to learn. However, Brown and Kikuichi (2009)

explain that teachers are pressured to have their students pass the entrance

exams because it reflects well on them and their school.

Although teachers are not using the most innovative educational

techniques in English class, the system does incorporate some practices that

can help different kinds of learners. Both Sato (1990) and Baris-Sanders

(1997) noted that many teachers use group activities to teach their students

in their different classes. Students collaborate together to figure out a project

or answer a worksheet. In these scenarios, one student can act as a tutor for

another student who is struggling. In this sense, some of the struggling

students are receiving individual support from a classmate (Sato, 1990).

Baris-Sanders (1997) claims that many Japanese teachers purposely arrange

groups of mixed ability, so the more advanced students can help the

struggling students. She says that every student in each group alternates

playing the role of group leader, so negative attention does not get put on

the students that work slower.

 Brown and Kikuichi (2009), Sato (1990), and Baris-Sanders (1997)

prove that Japanese teachers implement different educational practices,

some of which are considered more effective than others. However, these

are only three examples out of the thousands of schools and classrooms that

exist within Japan. More research needs to be done and reviewed to

determine what kind of classroom activities are the most common across

Japan. Only then can a more concise conclusion be drawn about which

classroom procedures are used, and how they support student learning. The

next section of this paper obtains a proposed methodology that would help

answer the question of whether or not Japans education system supports

the diverse academic and psychological needs of students.

 Chapter 3: Methodology

Introduction

Through my research, I have noticed that Japans educational practices are

much different than the ones employed in the United States. In North

America, students are thought to be individuals with varying academic levels

and educational needs. This concept is usually not acknowledged in Japan. I

wondered how Japans cultural beliefs of conformity and self-discipline affect

the education system and if the system meets the needs of students with

diverse needs, such as learning disabilities or psychological problems. This is

what this study would explore.

Specific Qualitative Data

This will be a pilot study. It will consist of a two-week observation, interviews

with a class of 20 students, interviews with 8 instructors, and a survey. This

method is appropriate because I want to get a personal look into what

happens in the Japanese school system on a daily basis. The observation will

let me see daily classroom proceedings and the interviews will give me

information from actual Japanese students and teachers. The survey will

allow students to express themselves anonymously without the fear of being

judged or sharing personal information.

My goal is to test if my theory (that the Japanese system does not cater to

the individual, diverse needs of students) is true. Although literature

indicates that the theory may be correct, this cannot be proven unless an

actual study takes place in a Japanese school setting.

Role of Researcher

I am qualified to conduct this research because I have a Masters of Arts in

Teaching. Before obtaining this degree, I studied at Rowan University where I

earned a Bachelors of Writing Arts. While at Rowan, I trained as a tutor and

was introduced to the concept of Multiple Intelligences. I applied this

technique to my tutoring, and was so fascinated by it that I wrote a research

paper about it. My interest in how people learn is part of why I decided to

pursue my Masters at Fairleigh Dickinson. At FDU, I learned about different

educational concepts, theories, philosophies, and techniques. I applied these

to my student teaching, and took an approach that considered my students

strengths and weaknesses. This has allowed me to become knowledgeable in

this area. However, at the same time, this could possibly result in personal

bias. I believe that all students have their own learning styles and needs,

which contrasts with current Japanese educational practices.

Design Specifics

The study will take place in Otonokizaka High School in Tokyo, Japan. The

school is a coed prep-school. The school is more competitive than a public

school, but isnt as elite as higher caliber schools. Second-year students will

be observed because first-years will still be getting used to their new school,
and third-year students will be focusing mostly on their college entrance

exams.

This setting and these subjects were chosen because it would provide a

firsthand account of what Japanese students experience and what actually

happens in a Japanese school setting.

I gained entry to this high school by requesting permission from the schools

administration and explaining the purpose of my research. The sample size

would include one class of 20 (9 male and 11 female) second-year students. I

would remain with the same class throughout the entire school day,

observing their different classes and teachers. After two weeks of

observations, interviews/surveys would be conducted with all of the

students. Interviews with the teachers would also held before and after the

observation to understand their teaching experience, philosophies, etc. I

would work with the teachers or administration to provide some kind of

incentive for the students participating in the study.

Data Collection Methods

The two-week observation would give me a direct display of what goes on in

the different classes on a daily basis. I will get a sense of regular classroom

procedures, the instructors teaching methods, students behavior, and the

kind of material being taught. During the observation, the classes will be

recorded for future reference.

The interviews and surveys with the 20 students would take place after the

two weeks of observation. The interview will be open-ended and they will ask

the students feelings and opinions about their school, classes, and teachers.

The survey will ask specific Likert scale questions about whether or not the

students feel that their personal needs are being met. These questions are in

survey format rather than interview because the students may not feel

comfortable answering personal questions in person. It is important that

every student in the class (all 20) are interviewed and surveyed so their

different perspectives are taken into consideration.

Interviews with the 8 instructors will be held before and after the

observations. The first interviews would be introductory and will help get a

sense of the teachers experience, methods, etc. The second interview would

cover how they feel their classes went during the course of the two weeks. I

would also ask about some of the teaching methods they employed and if

they felt as though they were effective. Each instructor needs to be

interviewed because they will each have their own teaching method,

classroom material, and other things that will affect the students. The

interviews will be recorded for future reference. Notes will be taken on any

observations I believe are important, such as body language, expressions,

and attitude. This is critical because some students may not be willing to

express themselves fully and honestly in the company of a stranger.

Survey Questions (Likert Scale of 1 to 5 based on their agreement)

I usually want to come to school.

I enjoy my classes and find them interesting.

I usually understand the material we are taught in class.

Rationale: I included these questions because they will give me a general

sense of how the students feel about school and if they enjoy coming to

school or attending their classes.

I frequently partake in extracurricular activities.

I frequently attend cram school.

I often feel tired.

Rationale: As mentioned in the literature review, Japanese students tend to

have an intense schedule outside of school (Treml, 2001). These questions

are to determine if the students have a busy schedule and if it makes them

fatigued.

I study on my own for basic review.

I need to study intensely to pass my classes.

My friends help me study when I dont understand something.

Rationale: Self-study is an important part of Japanese culture. Students are

expected to study on their own in general and many students like to help
each other study (Borovoy, 2008). However, if a student is struggling, they
may need to study more than other students. Frequent studying could also
factor into their busy schedule or feeling tired.
Frequent exams stress me out.

I worry about the future (getting into college, finding a job).

I often feel on edge.

Rationale: High stakes testing is a staple of the Japanese education system.

Exams help students get into high school or college, and many jobs are

based on which college students attend (Treml, 2001). The pressure to do

well on exams and get into a good school could stress or overwhelm some

students, affecting their mental health. These questions are meant to

determine if these factors make students feel anxious.

I feel I need to fit in.

My friends are kind to me.

I am often bullied/isolated.

I partake in bullying or isolating others.

Rationale: Group harmony is ingrained into Japanese culture and education.

This leads to many students partaking in conformity. In Japanese culture,

being different is seen as dangerous, which leads to bullying and isolation of

certain students (Hilton, Anngela-Cole, Wakita, 2010). These questions will

help show if conformity and bullying are part of the students lives.

Teachers take my strengths and weaknesses into consideration.

Teachers treat me as an individual.

Teachers go out of their way to help me understand the material.

Rationale: Because of the values of conformity and group harmony, there are

times when even Japanese teachers will ignore the differences they see in

their students and treat the whole class as one group. However, this could

have a negative effect on students that need extra help (Sato, 1990). These

questions are meant to see if the teachers partake in group harmony or try

to help their students on an individual level.

My friends help/console me when I am stressed/upset.

My teachers help/console me when I am stressed/upset.

Counselors help/console me when I am stressed/upset.

Rationale: Another concept in Japanese culture is self-discipline and

perseverance. Because of this, psychological problems or mental illness are

not always acknowledged (Borovoy, 2008). Many schools do not even have

formal counselors to help struggling students (LeTendre, 1995). These

questions are meant to show where students turn to for support when they

are feeling stressed.

I feel that my personal educational and academic needs (understanding the

material, etc.) are being met.

I feel that my personal psychological needs (feeling supported for stress,

depression, etc.) are being met.
Rationale: These are direct questions meant to get a straightforward answer

from the student to determine whether or not their needs are being.

Post-Activity Data Management

While things are still fresh in my mind, I will handle the data so I do not

forget any important details. After my initial report, I will set everything aside

and leave it alone for a while. During this break time, I will visit an American

classroom and observe its daily occurrences. This will allow me to further

understand the differences between Japanese and American education, and

perhaps notice something I hadnt before. After this, I will rewatch the

recorded observations and interviews from my experience in Japan to find

any relevant information I may have missed the first time.

Data Analysis

The Likert scale results will be analyzed to determine if the students diverse

needs are being met. The students answers and different factors will be

taken into consideration. I will also look for any trends among the factors that

contribute to the students level of stress and happiness within a school

setting. For example, were more students affected by a busy schedule and

intense academic needs, or were more affected by social and psychological

factors, such as bullying? Classroom observations and student interviews will

also be compared to the survey results to determine more factors and

themes.
The Likert scale results and the students identities will be anonymous, so

none of the students personal thoughts or feelings will be shared with

anyone else.

Ethics and Human Relations

The only threat I pose to the research participants is possibly being a

distraction and disrupting class. In order to minimize this possibility, I would

have the administration or teachers fully explain my purpose for being in the

class. They would also explain that I am simply observing and that the

students need to go through their normal routines and activities as if I were

not there. This will help prevent the students from inappropriately interacting

with me out of curiosity during class time. I would also try to keep distracting

behaviors to a minimum, such as speaking, going in and out of the

classroom, or sneezing/coughing.

I will gain entry to the school and the classroom by asking permission from

the schools administration. The students involved in the study will be given

some kind of incentive from their teachers or the administration for

participating appropriately in the study.

Timeline

April 1st- Letter sent to principal

April 15th- Response from schools administration

April 28th- Meeting with principal. Introduction with teachers and staff. First

interviews will be held for teachers.

May 1st- First day of observation. Introduction to students in the class. First

observation begins, which will be recorded.

May 2nd- 5th- Full day, recorded observations will take place every day.

May 8th to 10th- Full day, recorded observations will take place every day.

May 11th- Last day of observations. Second interviews with the teachers will

take place and will be recorded.

May 12- Interviews with the students will take place during their first two

class periods. Each separate interview will be recorded. Surveys will be

handed out and the students will answer them. This will be the final day of

research at the school.

After the data has been collected, the researcher will evaluate the initial

results. The researcher will come back to the data, and will rewatch the

recorded observations and interviews after participating in a different study

in the United States.

Chapter 4: Conclusion

Based on the literature and research that was read, it seems that the

Japanese education system does not go out of its way to ensure that it is

meeting the diverse needs of its students. As stated, there is a philosophy in

the United States that every child learns differently and that their individual
learning styles needs to be taken into account. This includes giving

individualized instruction and implementing educational practices that cater

to different students strengths (Nolen, 2003). However, Japans cultural

emphasis on conformity does the opposite. Teachers avoid acknowledging

the differences between students (Schmid, 2012), and avoid giving individual

support to students (Sato, 1990). If a child needs extra help, they will mostly

likely not receive it from their teacher. This is problematic because students

may not be learning effectively or understanding the material, and could fall

behind. If a student does fall behind, they may still not receive support

because the system does not like to retain students or label them as at risk

(Sato, 1990).

On top of this, based on the reading, it seems that some practices in

the classroom do not cater to different learning styles. For example, if an

English class is literally all grammar and translation on paper, it will not be

effective for certain kinds of learning styles, such as bodily-kinestic learners.

On the other hand, some literature described positive collaborative activities

that are common in Japanese schools. Collaborative work will help students

who learn well in groups and students that could use some support from

their peers. Though, if a student does not get along with the members of

their group, they may be missing out on one of their only chances for

individualized instruction. Of course, it all depends on the student, teacher,

and school. There are so many different factors that can affect how a child

does in school. It is impossible to visit every classroom in Japan and look into
the mind of every student, but based on the literature, it can be concluded

that at least some students are not getting their academic needs fulfilled

because of the avoidance of individual instruction and the lack of knowledge

concerning learning differences.

Outside of academic practices, it seems that the Japanese education

system may not be supporting its students psychologically. The concept of

group harmony makes bullying a very prevalent problem in Japan. The ideas

being taught in moral education are actually giving students a reason to

bully others. On top of this, teachers and administrators do not usually do

anything to stop bullying even when it becomes obvious (Hilton, Anngela-

Cole, & Wakita, 2010). Frequent bullying, whether physical or verbal, can

cause psychological effects and impede a students school performance.

Another issue with Japanese society is the amount of social pressure put on

students. Japanese students are expected to do well on exams that could

literally decide the rest of their future. Many also attend cram school

regularly or participate in other extracurricular activities that take up large

amounts of time (Treml, 2001). Even if students enjoy their extracurriculars,

when combined with the rest of the pressure they may be experiencing, it

makes their schedule very intense. If students are overwhelmed or do not

get adequate amounts of sleep, it can affect their mental health, as well as

their physical health.

Despite these problems schools do not usually have professional

counselors. Instead, regular teachers act as counselors. These teachers can

provide some support to students, but they may not have the training or

knowledge to help a student who is having serious mental health issues

(LeTendre, 1995). In general, Japan as a society does not acknowledge

mental illness or psychological problems, and it can be difficult to get

psychiatric help or outpatient services (Borovoy, 2008). Based on all of this

evidence, many Japanese students may not be receiving the proper support

they need for their mental health.

Overall, it can be concluded that the Japanese school system does not

go out of its way to cater to the diverse needs of students. Despite this, I

believe the survey results will be mixed. There will most likely be some

students that are doing fine in school. However, based on what I have read,

the majority of students will fall somewhere in the middle. I also hypothesize

that there will be a small portion of students who regularly struggle in school

and will feel that they are not being supported academically or

psychologically.

The limitation of this study is that there are too many different things

to take into consideration. For example, some students may be supported in

one area, but not the other. It all depends on their personal strengths, the

teachers they have, the instructional techniques used, and so on. Students

could also have undiagnosed cognitive disabilities or psychiatric disorders

that could hinder their school performance. There are also other factors that

affect the students outside of school, such as a student who is normally well

in school, but starts to struggle because of a stressful home environment,

etc. Another limitation in the study is cultural beliefs. Some students may not

even realize their needs arent being met because they lack the proper

knowledge. Others may try to keep face and say socially acceptable answers.

Conducting research in this area is crucial. The observations,

interviews, and surveys will provide more sound evidence as to whether or

not students needs are being met. Other research studies should be

performed in the same area to confirm this studys findings, and to discover

other factors that affect students. For example, a study in a low-income area

and a study at an elite private school can help give a broader answer as to

whether or not students needs are being met. Once this study is complete, it

can be used to persuade Japanese educators to implement different

techniques and procedures that may be more effective for different learners.

It may also convince schools to take psychological problems more seriously.

 45

Appendix A
Dear Principal Minami,

My name is Rachel Kelly and I am conducting research on Japanese

education. The goal of my research is to study how Japanese culture

influences the way Japans education system teaches its students. The

objective of the study is to determine if current educational practices in

Japan are meeting the diverse academic and psychological needs of its

students.

I am hereby seeking your consent to visit Otonokizaka High School to hold a

two-week observation of a second-year class, and conduct interviews and

surveys with the classs students.

I have provided a copy of the research proposal and the necessary papers to

complete the research, such as informed consent forms for the students. I

have also provided a copy of an approved letter and an ethical clearance

certificate issued by Fairleigh Dickinson University. You will also find an

explanation of the research methods I intend to use during my research.

Upon completion of the study, I will provide your school with a bound copy of

the full research report. If you require any further information, please do not

hesitate to contact my email (kellyr14@student.fdu.edu) or my cell phone

number (201-835-5427). Thank you for your time and consideration.

Sincerely,
 46

Rachel Kelly

Fairleigh Dickinson University

Appendix B

Parental Consent Form

Your child has been invited to participate in a study conducted by Rachel

Kelly, a graduate of Fairleigh Dickinson University. Your child was selected as

a possible participant in an interview and survey because they are a member

of a class that was chosen to be part of a research study.

I give my consent for my child (___________________________) to participate in

the research study. I understand that participating in the study is voluntary,

and that I or my child may choose to withdraw from the study at any time. In

this scenario, I or my child will not be penalized in any way, and that the

results of the study regarding my child will be destroyed.

The reason for this research is to determine if current educational practices

are meeting the diverse academic and psychological needs of high school

students. Your child will be asked to be part of a two-week observation,

where their normal classroom routines will be observed. These classroom

observations will be recorded. They will also be asked to participate in one

interview and one survey. The interview will last approximately 5 to 10

minutes and will be recorded. The survey will consist of 25 questions and will

be held during a regular classroom period. Your childs identity and

responses will remain anonymous in the study. Any information obtained in

 47

the study about your child or yourself will remain confidential, and will not be

disclosed unless requested by you or as required by law.

The only threat posed in this study are those that typically occur in a

classroom or school setting. There is no guarantee that your child will receive

any kind of benefit from this study. If you have any questions, please contact

Rachel Kelly or Fairleigh Dickinson University.

You will be given a copy of this form to keep.

Print Name of Parent or Guardian: _______________________________________

Signature of Parent or Guardian: _________________________________________

Date: ____________________________________
 48

Appendix C

Student Survey
Strongly Strongly
Disagree Neutral Agree
Disagree Agree
I usually want to come to
1 2 3 4 5
school.
I enjoy my classes and find
1 2 3 4 5
them interesting.
I usually understand the
1 2 3 4 5
material we are taught in class.
I frequently partake in
1 2 3 4 5
extracurricular activities.

I frequently attend cram school. 1 2 3 4 5

I often feel tired. 1 2 3 4 5

I study on my own for basic
1 2 3 4 5
review.
I need to study intensely to pass
1 2 3 4 5
my classes.
My friends help me study when I
1 2 3 4 5
dont understand something.

Frequent exams stress me out. 1 2 3 4 5

I worry about the future (getting
1 2 3 4 5
into college, finding a job).

I often feel on edge. 1 2 3 4 5

I feel I need to fit in. 1 2 3 4 5

 49

My friends are kind to me. 1 2 3 4 5

I am often bullied/isolated. 1 2 3 4 5
I partake in bullying or isolating
1 2 3 4 5
others.
Teachers take my strengths and
1 2 3 4 5
weaknesses into consideration.
Teachers treat me as an
1 2 3 4 5
individual.
Teachers go out of their way to
help me understand the 1 2 3 4 5
material.
My friends help/console me
1 2 3 4 5
when I am stressed/upset.
My teachers help/console me
1 2 3 4 5
when I am stressed/upset.
Counselors help/console me
1 2 3 4 5
when I am stressed/upset.
I feel that my personal
educational and academic
1 2 3 4 5
needs (understanding the
material, etc.) are being met.
I feel that my personal
psychological needs (feeling
1 2 3 4 5
supported for stress,
depression, etc.) are being met.

Please use the remaining space below to write any additional

comments you would like to include, or to provide information that you
feel may be relevant to the survey:
 50

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