The Gap Year Goes Mainstream Why More High School Grads Are Pressing Pause Before College
Blog Post Educator Perspective Just a few years ago, taking a “gap year” after high school was often seen as
June 11, 2025
Sometimes, people hear the term “let kids be kids,” and they interpret it negatively. However, sometimes, we forget that kids are kids and need to be treated as such at school and elsewhere. Children are little people who get tired, have emotions and frustrations, and are still learning. Aren’t we all?
When children are given the freedom to play during their learning process, they will engage in higher levels of social interaction and cognitive skills like decision-making, reasoning, and empathy. This fosters a healthier learning environment and promotes physical activity, reducing the likelihood of inattentiveness, anxiety, and depression. Isn’t this the kind of learning we want for our children?
There’s been a shift in education that didn’t happen overnight, but over time, educators have challenged students a little more, a little earlier, with the overall theme of “look at what they can do!” Just because they can do it, doesn’t mean they should. Young students let the pressure of test scores seep in, and to them, their school experience is far more about testing than learning and having fun. How do we create lifelong learners if they’re never enjoying it? Somewhere along the way, we have stepped on the academic hamster wheel, and it hasn’t stopped, but if we don’t let kids be kids…well, that wheel will break.
Please know that teachers advocate for play. Most educators have a heart for children, outside of learning. They care about them and want them to enjoy school, have a great day, and be healthy and happy individuals. Unfortunately, teachers don’t often have the final say in curriculum or state testing standards. However, they know that play is good for not just the mind and body, but it is beneficial for their students’ precious souls.
In short, teachers are just trying to do their jobs and adhere to the guidelines they have to follow, which is why many are leaving the classroom. School districts and administrators give teachers a set curriculum to follow, and teachers are not actively participating in creating that curriculum. However, teachers can still find ways to implement play within these confines, and often do. However, under current circumstances, this can be challenging. It’s not just teachers and parents who feel this way; research also supports the crucial role of play in fostering a love for learning
Recent studies defend the idea that play-based learning is ideal for Kindergarten students. In the study “The Power of Play: A Research Summary on Play and Learning,” the author shares the following collective results: “Through play, children learn to regulate their behavior, lay the foundations for later learning in science and mathematics, figure out the complex negotiations of social relationships, build a repertoire of creative problem-solving skills, and so much more.”
Active play has plummeted 50% over the past forty years, while obesity levels and mental health struggles in children have increased aggressively. Yes, our students might look like they are accomplishing a lot on paper, but at what cost?
Play may look different for a middle schooler than an elementary student, but all students need the opportunity to move and engage in some form or fashion. Parents can also play a significant role in supporting play-based learning at home by encouraging their children to engage in physical activities, creative play, and social interactions outside school hours.
Let’s let kids be kids. Children need time to imagine, play, create, be curious, read, write, dream, explore, and discover. Children need time. Without that time, they will become anxious, agitated, fearful, worried, nervous, restless, apprehensive, and uneasy. Does that sound familiar?
Let’s give them some time and see what happens.
Meredith Biesinger is a licensed dyslexia therapist in Mississippi, in addition to being an experienced classroom teacher and K-12 administrator. Meredith also works as a consultant, where she bridges the bridge the gap between K-12 school districts and ed-tech organizations. With a passion for literacy, she is also a professional writer and syndicated author. With a M.Ed in Educational Leadership and a B.S. in English Education and Creative Writing, she has had rich and diverse opportunities to teach students and education professionals in different parts of the country as well as overseas.
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