Having taught school for many years I have witnessed changes in education and in children. When I began teaching French to junior high students in 1974 I had jam-packed classrooms with never less than 36 students, but I had few discipline problems and it was rare that a student did not achieve academically. I had support from home, kids who were excited to learn, and co-workers and administrators with high expectations. My French class was a part of a 9-week rotation for seventh graders who took Spanish, German, and chorus when they weren't with me. As eighth graders they could then select to take any one of the four courses of the rotation or pick a different, full-year elective.
When I finished my paid career in the classroom, I still had large classes with up to 45 students at one point (or more than 60 when I taught physical education), and most of my students were eager to learn (English at this time). I had great co-workers and administrators but in cases where students struggled and/or failed I almost always lacked support from home. The desire for their children to succeed through hard work, effort, and determination had vanished into "Just give him/her an A". This was not always the case but it was frequent enough that I trembled at the thought of these students moving on, out of high school and into the world of higher education or the work force.
After retirement I had time to visit classrooms of all ages and I noticed that socialization, getting along with others, being a part of school and learning, and the resulting academic achievement started the day students entered a classroom. I acknowledge that their development of social skills began long before this, in the womb and the early years at home, I, however, was only able to study kids once they entered public education. Children who come to school eager and ready to learn also, in general, know how to get along with others. Although extensive sharing may not have been a part of their early upbringing, they snag the idea and realize that sharing begats sharing, and sharing, in turn, begats friendship. Friendships build feelings of comfort and safety and comfort and safety construct confidence and the desire to interact and work as a team. Even extremely shy children, when placed in safe friendship situations flourish. They may not chatter as much but they get along, play, and connect with other students forming special bonds.
As students progress through kindergarten socialization opportunities increase and so do students' abilities to interact in them. There is time for work alone and independently just as there is time to work with partners, small groups, and whole class. This socialization is the foundation for citizenship and the skills necessary to cooperate with others, whether they are classmates, the teachers, or parent volunteers. This varied network of situations and encounters permits kids to thrive in diverse conditions and circumstances while honing social talents. Yes, some students arrive at school frightened, sad, and longing for home but given time and support they, too, can become engaged in learning and forming friendships.
Socialization is a key component throughout school that is linked to academic success and long-term happiness. It is rare to read of a child who is in trouble with the law who also knows how to make friends and to be a friend. Yes, there are criminal buddies of like criminal minds, but most children and adolescents just want a sense of belonging to something of value and importance. They may not be crazy about the study aspect of school, but I never had a student who dreamed of being a failure or a prisoner. Every child wants to succeed. While a limited few did end up on a path that led them in a negative direction, the vast majority just wanted a good life. And those who could get along, follow the rules (or adjust them as needed to fit the situation without harming others), ask questions, and exchange thoughts and ideas soared. Their ability to socialize play an important role.
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