Examining the After-School Study Burden and Well-Being of Chinese Secondary School Students Following Burden Reduction Policies: A Sociological Analysis

Background To address the significant issue of students’ heavy after-school study burden, many countries have enacted relevant policies and made efforts to promote students’ well-being. However, the effects of policy implementation are not always desirable. This study is informed by an analysis of how dominant social imaginaries and discourses in China—emphasizing accountability, performativity, competitiveness, and capital accrual—contribute to students’ burdens. Methods This case study investigated the after-school study burden of Chinese junior secondary school students following the implementation of burden reduction policies. It involved one-on-one semi-structured interviews with 15 students, 9 parents, and 3 teachers. Additionally, informal individual or group discussions were conducted to explore more in-depth topics. Furthermore, the researchers spent nearly three months immersing themselves in the research site, during which they observed students’ learning status and extracurricular activities. They also reviewed internal documents, including assignments, learning and school extracurricular records, and teachers’ reflexive journals. Findings: This study found conflicts between the more humanistic goals of burden reduction policies and the demands of the dominant social imaginary and discourses in China oriented towards pragmatic educational goals. Participants—students, parents, and teachers—were influenced by the dominant social imaginary and discourses, feeling compelled to prioritize academic performance over holistic development and well-being. Consequently, students continued to face heavy after-school study burdens and emotional pressures from various sources such as school assignments, tutoring, and additional exercises assigned by parents or themselves. Conclusion The study suggests that all stakeholders should reflect on their responsibilities and collaborate to pursue humanistic objectives in education. This involves striving to meet students’ diverse learning needs, promoting holistic development, and enhancing well-being, rather than solely focusing on pragmatic goals as defined by dominant social imaginary and relevant discourses.