Many parents have heard it before—asking how their child’s day at school went, only to be met with a reply: “It was boring.” Researchers from the University of Queensland have explored the learning journeys of students to understand what this means and how it could impact them.
Why do kids say school is boring?
Boredom in the classroom is not unusual. Studies revealed that students, particularly in high school, report feeling bored for a significant portion of their school day. For instance, Year 9 students indicated they felt bored about half of the time, while younger students reported boredom around one-third of the time.
A child’s learning pace can be uneven, progressing quickly in some areas while lagging in others. Boredom often reflects a lack of emotional connection to the material. Researchers argued that teachers may need to make lessons more engaging, collecting student feedback to tailor lessons to their interests and reduce boredom.
At the same time, young people today live in a world filled with technology that rarely allows for dull moments. In contrast, classroom settings often demand focus and contemplation, which can feel slow in comparison. Research showed that closer student-teacher relationships and lessons that link to real-world experiences can improve student engagement.
Pinpointing the source of boredom
It’s important to discern whether a child finds only certain subjects or the entirety of school boring, researchers noted. If a particular class feels dull, it could indicate uninspired lesson content. However, if the child consistently complains about boredom across all subjects and their academic performance is declining, other factors may be at play.
Potential issues include learning difficulties like dyslexia or dyscalculia, hearing or vision impairments, or even being gifted and feeling unchallenged. Parents are encouraged to consult their child’s teacher and consider professional assessments if necessary.
Is boredom hiding other emotions?
Sometimes, children label their emotions as “boredom” when they are struggling with more complex feelings, such as anxiety or sadness. Classroom boredom may mask friendship problems or emotional stressors, diverting attention from schoolwork.
Helping children articulate their emotions can equip them to manage these feelings more effectively. Some schools offer programs aimed at developing emotional and behavioural regulation, which have been linked to better academic outcomes.
How can parents help?
Open dialogue is key. Asking specific questions—such as what was interesting, frustrating, or enjoyable during the day—can reveal more about a child’s experience. Exploring potential learning difficulties, emotional issues, or even academic overachievement may also uncover the reasons behind their boredom.
Strengthening the relationship between the child and their teacher, and relating classroom material to the child’s interests, can also enhance motivation. Teachers may be able to adjust lesson plans to better engage the child, offering a path to a more stimulating and rewarding school experience.
By addressing the root of their child’s boredom, parents can play an active role in reigniting their child’s interest in learning.