One More Year to Grow - How Rushed the High School System Really Is

One More Year to Grow - How Rushed the High School System Really Is By Camryn Bland Youth Columnist The Ontario high school system is simple; attend school for four years, earn thirty credits, and graduate. However, it’s a system which comes with constant stressors, especially as the years come to an end and students are forced to choose what’s next. The decision between college, university, and the workforce can be stressful, in addition to choosing a specific school, program, and career to focus on. It’s overwhelming, and unavoidable as a teen in modern day. However, there used to be a solution engraved directly into the school system. There used to be a thirteenth grade. From 1984 to 2003, Ontario high schools offered Ontario Academic Courses, (OLC), an academic year for students attending a University in the upcoming years. It focused on advanced coursework, university-level expectations, and post-secondary requirements. In the early 2000s, it was phased out due to budget cuts, other provincial education systems, and the emerging credit-based graduation model. With the end of grade 13 came the start of our new education system; a system of less time, less preparation, and less options. Although the one additional year may seem insignificant, it can make or break a student's future. Additional time to prepare can change the schools a study applies to, or the field of study they pursue. An extra year allows space to reflect, explore, and grow before making decisions that can shape an entire life path. I am a student who constantly overthinks and attempts to plan for the future, despite my confusion regarding my path. Every time I reflect upon it, I leave with a different plan for myself. A year ago, I wanted to pursue law, and six months ago I wanted to be a journalist. Now, I’m stuck with indefinite ideas revolving around social sciences and government, with no clear direction. In another year, I may want to teach, perform, or even enter the sciences. As I experience new things, my goals shift, leaving final decisions worrisome. I worry about choosing the wrong path, spending time and money on something completely useless. I know I am not the only teenager who is petrified by the thought of making a definite decision. It seems almost silly to ask students as young as sixteen to decide what they want to do for the rest of their lives. Many students simply do not have the time, maturity, or exposure to make such permanent choices with confidence. Most unprepared students choose whichever path appears most convenient, rushed by the urgency of the system. When unsatisfied, individuals may leave programs or attempt to change their plans again, wasting money, time, and certainty in the future. Within the current education system, it is difficult to fit all required courses for post-secondary pathways, let alone those I wish to take for my own learning. An extra year would provide the opportunity to take additional academic, practical, or exploratory courses. These classes could prepare students for real-world essentials such as finances, parenting, or civics. It’s what is necessary to prepare students for both post-secondary education and post-secondary life, for both academic and personal development. While it is still possible for students to take an extra year of high school, doing so often comes with unwanted stigma and judgment. Terms such as “super senior” or “victory lap” are looked down upon, viewed as a waste of time and resources. Teens are turned away from this solution, which is why a structured system is so important. It wouldn’t come with stigma, but with understanding and support otherwise inaccessible. Reintroducing a thirteenth grade, or the Ontario Academic Courses, would address these issues and more. It would reduce judgement, last-minute decisions, and unprepared students leaving high school. It would significantly decrease personal stress for students, and leave families confident they made the right choice. It would lead to less students switching educational programs or drop out of post-secondary education altogether. It would be one more year for students to grow, and that year would make all the difference.