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In today's education system, there is a growing concern about underachieving pupils. Some people believe that the best way to help these students is by making after-school activities mandatory. However, I disagree with this approach to a large extent.
Firstly, forcing students to attend compulsory after-school activities may not necessarily lead to improvement in their grades. Students who are underachieving may have various reasons for their poor performance, such as learning disabilities, personal problems, or lack of interest in the subjects. Forcing them to stay longer at school without addressing these underlying issues may not yield the desired results.
Moreover, compulsory after-school activities could have negative effects on students. They may feel overwhelmed and stressed, leading to further disengagement from school. It is important to consider the well-being of students and provide support tailored to their individual needs, rather than imposing additional mandatory activities.
Instead of making after-school activities compulsory, schools should focus on creating a supportive and inclusive learning environment. This could involve providing additional resources for struggling students, offering personalized tutoring sessions, and involving parents in the education process. By addressing the root causes of underachievement and providing targeted support, schools can help students improve their grades in a more effective and sustainable way.
In conclusion, while the intention behind compulsory after-school activities may be to help underachieving pupils, I believe that it is not the best approach. Schools should prioritize addressing the individual needs of students and creating a supportive environment, rather than imposing mandatory activities that may not address the underlying issues contributing to underachievement.
In addressing the issue of underachieving pupils, there is a proposal to implement compulsory after-school activities as a means to improve their involvement in school and ultimately enhance their academic performance. I firmly agree with this approach for several reasons.
Firstly, compulsory after-school activities can provide additional learning opportunities for underachieving students. These activities could be tailored to cater to their specific needs, offering extra support in subjects where they struggle. For example, targeted tutoring sessions or homework clubs can help students grasp difficult concepts and improve their understanding, leading to better academic outcomes.
Furthermore, mandatory after-school activities can help in fostering a sense of belonging and engagement among underachieving pupils. By participating in extracurricular activities, students can develop new interests, build confidence, and form positive relationships with their peers and teachers. This sense of belonging can significantly impact their overall attitude towards school, leading to increased motivation and better academic performance.
Additionally, compulsory after-school activities can serve as a means to address issues such as lack of parental support or a conducive study environment at home. For some students, staying after school may provide a structured and supportive environment where they can focus on their studies without distractions or lack of guidance.
In conclusion, implementing compulsory after-school activities for underachieving pupils can be an effective strategy to improve their academic performance. By providing additional learning opportunities, fostering engagement, and addressing external factors that may contribute to underachievement, schools can play a pivotal role in helping these students reach their full potential.
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