Last Thursday I went to hear Madeline Levine talk about her new book called The Price of Privilege. She writes about an epidemic of depression, anxiety and substance abuse in children in middle to upper class areas, such as Marin.

Since my daughter is only two, I do not have experience raising an adolescent in Marin, but I do have a great deal of experience teaching adolescents.

Looking back on my high school teaching career, a major cause of this burgeoning epidemic is clear: the emphasis on performance rests at the heart of the problem.

With this emphasis on performance, let’s skip right to graduation and forget the process it took everyone, students and teachers alike, to get there.

First of all, the school where I taught in Marin publishes for all to see the colleges and universities the graduating students will attend. While it may be interesting to see all of the different places the students will go, I think this publication sends the wrong message: where you go to college is more important than anything you did to get there, and is the most important aspect of who you are.

Nothing else is published about the students, not a special quote cherished by the student, not the community service the student performed, not any aspect of the student’s personality.

That Timmy is going to Stanford is all we get about him. Teachers are also victims of a performance-based culture at graduation. Students pick a few teachers to walk with them. The rest don’t even have a seat at graduation, let alone a part in the ceremony.

I remember my first graduation experience in Marin, leaning against a tree near the back, barely able to hear what was being said. Even as a confident adult who knew deep down that I was a good teacher and that I should be proud that I put my heart and soul into my job, I felt this overwhelming sense of failure because I was not chosen to walk with them.

This is in stark contrast to a school where I taught in Colorado where even though four-thousand students attended, every single faculty member walked proudly in robes with the students, and we were even reserved front row seating, so that we could see and hear the students we worked so hard to get to this point.

Now if I was feeling this crushed, I can only imagine how insecure adolescents who are struggling to find themselves must feel in a performance heavy culture.

This is not to say that we should protect our kids from all disappointments. They need failures to grow and learn from, but they also need to know that their worth and identity are not dependant on grade point average, college acceptances, and varsity sports teams.

Now I sit here, not as a teacher but as a mother who knows how easy it is to get caught in the tangles of a cultural phenomenon that has the potential to squander creativity, individuality and self worth.

How can I impart to my daughter that achievement is good if coupled with intrinsic motivation? How can I show her that working to our full potential gives us a sense of pride, but that our foibles and eccentricities are what make us human, and therefore able to love and be loved? I do not yet know the answers to my questions and that frightens me a bit. For now, hugs and kisses seem to solve most problems in my two- year old’s life.

By Rebecca Elegant

Labels: adolescents, anxiety, depression, graduation, Madeline Levine, Marin, performance, Rebecca Elegant, The Price of Privilege, upper class

Stumble This Post