In a bold, progressive shift, Het Rijnlands Lyceum Oegstgeest, a high school in the Netherlands, has implemented a new policy banning parents from routinely checking their children's grades online. This initiative, aimed at alleviating stress and fostering student self-motivation, represents a significant step in prioritising mental health over constant academic monitoring.
The policy, effective from November 2024, affects the school’s 1,200 students in grades 10 to 12. Instead of allowing parents continuous access to their children's grades, the school will now provide bi-annual progress reports, giving students more space to learn without the pressure of immediate parental oversight. School administrators hope this change will empower students to take control of their education, develop self-motivation, and cultivate resilience, particularly in the face of setbacks. The school’s leadership team believes that too much parental involvement in monitoring grades can increase anxiety and hinder students' ability to handle failure constructively.
The policy shift comes in response to rising concerns about student mental health in schools worldwide. The intense focus on grades, coupled with constant monitoring, has been linked to high levels of stress, anxiety, and even burnout among students, particularly those in demanding academic programs. By reducing parental oversight, Het Rijnlands Lyceum aims to create a healthier learning environment where students feel supported to explore their academic interests without the burden of constant evaluation.
This move is part of a growing international shift towards prioritising student well-being over traditional academic achievement metrics. Schools in Finland and Denmark have introduced similar policies, focusing on reducing pressure and fostering student independence. Educational institutions in these countries are increasingly adopting models that encourage a balanced approach to academics, mental health, and personal growth. By taking this step, Het Rijnlands Lyceum joins a progressive cohort of schools challenging conventional practices in favour of student-centred learning environments. The policy underscores the school’s commitment to fostering academic success, emotional resilience, and self-reliance in its students.