Here is a photo of a trampoline in the 1980s when I was growing up:
Here is a photo of a trampoline today:
Back in my day, we learnt to bounce in the middle of the trampoline, as falling off hurt. Yes, today’s trampoline is much safer and results in fewer injuries, but the trouble is that we have not just put nets around trampolines; we have put them around every aspect of a child’s life. The result is that they no longer need to make their own decisions regarding risk as everyone from parents, to schools, to local councils has done everything they can to minimise any sort of risk whatsoever. Children no longer have to think about risk, as it is done for them. They also no longer learn from mistakes, as they are often not put in a position where they need to make a decision which could result in a mistake being made.
As school leaders, we are increasingly confronted with a troubling paradox. At a time when the world is, by many measurable standards, safer than it has ever been, our young people appear more anxious, less resilient, and less prepared to navigate uncertainty. Schools, alongside families, must confront an uncomfortable truth: in our collective effort to protect children, we are inadvertently weakening them.
Resilience is not an optional extra in education; it is a fundamental life skill. The ability to cope with setbacks, manage risk, and persist through challenge underpins success not only in academic settings but in relationships, careers, and personal wellbeing. Resilience must be experienced, tested, and developed through exposure to difficulty and managed risk. It should be combined with decision-making. Sometimes resilience can be perceived as continuing doggedly on an incorrect path, rather than making a common-sense decision to move to a different path when needed.
Historically, schools played a central role in providing these experiences. Outdoor education, camps, physical challenges, and unstructured play offered students opportunities to fail, adapt, and grow. However, over time, many schools have become increasingly risk averse. Concerns about safety, liability, and reputation have led to a narrowing of experiences. Activities are often designed not to stretch students, but to ensure that no one is uncomfortable. In doing so, we risk depriving the majority of students of the very challenges that build resilience.
This shift is not occurring in isolation. Parental attitudes have also changed significantly. Many parents today are understandably cautious, influenced by constant access to news and social media that amplifies rare but alarming events. Despite long-term declines in many forms of crime and improvements in health and safety, the perception of danger has increased. As a result, children are often more closely supervised, given fewer responsibilities, and shielded from everyday risks that previous generations navigated routinely.
Consider the simple act of travelling home from school. For many adults, taking the bus independently at a young age was a normal part of growing up. It taught time management, problem-solving, and self-reliance. Today, it is increasingly common for students to be driven to and from school well into their teenage years. Similarly, household responsibilities that once formed part of daily life – chores, caring for siblings, contributing to family routines – are often reduced or removed in the name of protecting children (or parents) from stress.
While these decisions are made with the best intentions, they have consequences. Without opportunities to develop independence and cope with manageable challenges, young people may struggle when faced with the inevitable difficulties of life. This lack of preparedness is increasingly reflected in rising rates of anxiety, depression, and other mental health concerns among students. While these issues are complex and multifaceted, it is difficult to ignore the role that reduced exposure to challenge and risk may play.
Schools cannot solve this issue alone, but they must take a leadership role. One critical area for change is the reintroduction and strengthening of appropriately challenging experiences within the curriculum. Outdoor education, in particular, offers a powerful context for building resilience. Activities such as hiking, camping, kayaking, and team-based challenges require students to step outside their comfort zones, manage uncertainty, and rely on one another. These experiences are not without risk, but when carefully planned and supervised, they provide invaluable opportunities for growth.
Importantly, schools must move beyond a “one size fits all” approach to risk. Too often, activities are designed to accommodate the least confident or least capable students, resulting in experiences that are insufficiently challenging for the majority. While inclusivity is essential, it should not come at the expense of meaningful challenge. Instead, schools should focus on differentiating risk-based activities, providing multiple pathways that allow all students to be appropriately stretched. For some, this may mean taking their first steps into unfamiliar environments; for others, it may involve more advanced and demanding challenges.
Engaging parents in this conversation is essential. Schools should actively educate families about the importance of resilience and the role that challenge plays in developing it. This might include workshops, information evenings, or regular communication that highlights the learning outcomes of outdoor education and other risk-based activities. Parents need to understand that school trips are not a holiday staying in the Shangri-La. They might involve serious hard work that challenges students physically, dealing with some discomfort such as insect life, an uncomfortable bed or eating some food that might not make an appearance in a top restaurant. For many parents these days this means taking them on a journey and building trust and understanding, but schools need to take a lead role in making parents feel more confident in supporting these initiatives.
At the same time, schools can encourage parents to foster independence at home. Simple actions – assigning regular chores, encouraging children to manage their own schedules, allowing them to navigate their local environment – can make a significant difference. These experiences complement what happens at school, creating a consistent message about the value of responsibility and self-reliance.
It is also important to ground this discussion in evidence. While perceptions of risk have increased, many indicators suggest that the world has become safer over time. Advances in healthcare, technology, infrastructure, and public safety have reduced many of the risks that concerned previous generations. While no environment is risk-free, the relative safety of modern society provides a strong foundation for reintroducing managed risk into children’s lives.
This is not an argument for recklessness or for ignoring genuine dangers or returning to playgrounds like this one from the 1930’s. Rather, it is a call for balance. The goal is not to eliminate risk, but to manage it in ways that put children in situations where they need to make decisions that might result in them making a mistake. When students are given opportunities to face challenges in supportive environments, they develop confidence, adaptability, and resilience. These qualities are essential for navigating an increasingly complex and uncertain world.
The stakes are high. If we continue on the current path – prioritising comfort over challenge, and protection over preparation – we risk developing children who struggle to cope with failure, uncertainty, and the demands of adult life. In contrast, students who have experienced and overcome challenges are better equipped to thrive, even in the face of adversity. Throughout my time as a school leader, I have combined leadership with running a Scout Troop. Scouts builds a number of the skills I have been describing in students. It was no surprise to me that children who get involved in Scouting have 15% to 18% less chance of suffering from mood disorders and anxiety later in life.
Ultimately, schools must take responsibility for addressing this aspect of the student mental health crisis. This requires a collaborative approach that brings together schools, parents, and students themselves. This will involve difficult conversations and, at times, a willingness to challenge prevailing norms. It may require schools to revisit policies, re-think programmes, and invest in staff development. It will certainly require courage. However, the potential benefits, for individual students and for society as a whole, are significant.
As educators, we have a duty not only to teach knowledge, but to prepare young people for life. Resilience is central to that mission. By embracing challenge, rethinking our approach to risk, and working closely with parents, we can help to develop a generation of students who are not only safe but strong, capable, and ready to face the future.
Daniel Brown, Assistant Head of Dulwich College (Singapore)
Leading Your International School Library course heads to Dulwich College Singapore on the 7th- 8th May 2026.
To view more about the course, click below:
LYIS is proud to partner with Beyond Classrooms