What’s the point of school?
Unlock meaningful conversations with the teenage boys in your community – our weekly question explores PAGE (purpose, awareness, good grades, and emotional intelligence) through a God-centred lens.
What’s the point of school?
We can’t underestimate the impact of school.
Comprehensive, grammar, private, or at home.
Our experience of learning about the world and our place in it, during those early teenage years, has left a mark on us that is indefinite.
When I was at school. My friends and I thought we knew why we were there.
But we didn’t really.
To study. To get good grades. To get good jobs. To live good lives.
That’s the narrative we probably would have offered up if you asked.
And whilst each of those responses sounds sensible and logical.
None of them would have been authentic or genuine.
As a student, I didn’t know the purpose of school. Because the purpose of school was never seriously spoken about.
Each year passed by, and the first assembly always kicked off with:
‘You’re not in year 7 any more.’
‘You’re not in year 8 any more.’
‘You’re not in year 9 any more’
Every year, the stakes seemed to grow.
The expectations from above seemed to rise.
But what for?
When some of us decided to rebel in the classroom, our teachers used fear-based tactics to manage us.
‘If you don’t get good grades, you won’t get a good job.’
And truth be told. That sentence held no weight. It might as well have been said in another language.
Whether it was our confidence or naivety. My friends and I believed that we were going to be successful with or without school.
10 years later. I laugh at the audacity but admire the sentiment.
Today I ask myself. Rather than simply using fear-based tactics to channel young people’s energy.
How might we help them build an inspiring vision (which is both principled and productive) that they voluntarily and sincerely buy-in to?
That’s where this 1 question comes in.
That’s where you come in.
Why ask?
God willing, it will help your boys:
Think from first principles. Questioning what truly matters and why. Developing clarity and convictions that they can stand by.
Value their time at school. Seeing the potential benefits of their hours in the classroom. Making the most of the people and support systems around them.
Control intentions. Defining their reason for starting any action. Reinforcing the routine of regular introspection and reflection.
How to ask?
Gaining knowledge. Knowledge is a tool that brings us clarity and makes us more helpful to others. Children instinctively recognise that not all types of knowledge are equally useful or relevant. This perception might have less to do with the subject itself and more to do with how it’s taught. Nevertheless, it is worth exploring what your boy’s current thoughts are on the purpose and hierarchy of knowledge: i) What’s the difference between gaining information and gaining knowledge?; ii) Why should knowledge be cherished?; iii) What types of knowledge provide the most benefit?
Building relationships. When we think about our favourite memories at school. It most likely features other people. The friend we sat next to in our GCSE science lessons. The teacher we felt comfortable asking advice from after class. The librarian who minded their business whilst you read books peacefully in the corner. Helping our boys reflect on the value of their relationships at school may help them see the value of school as a whole: i) What relationships at school do you value most?, ii) How did those relationships form?, iii) What do you appreciate most about them?
Developing confidence. School can be a tough jungle to navigate. The desire to fit in. To be cool. To be a valued member of the friendship group. These are all pressures that we can relate to on some level. Yet the same reason why school can be a place of challenge is the same reason why school can be a place of growth. The simple acts of: i) speaking up against a bully; ii) contributing ideas in class, iii) volunteering time to help out; iv) respectfully disagreeing with another person’s point of view, are not simple acts at all. These are massive acts. Acts that shape our character. By encouraging your boys to carry out these acts at home. You are empowering your boys to develop them further in the world beyond.
What next?
Last day of school. Let’s paint a picture together. You’ve just finished your last lesson in Year 11. People are signing each other’s shirts. Giving thank you cards to their favourite teachers. Your headteacher delivers their final speech in front of the whole year group to motivate everyone ahead of the upcoming GCSE exams. School is officially over. On this day [1st July 202X]: i) What will matter to you most? ii) Who will you say thank you to before you leave the school campus? iii) What doors do you hope will still be open to you after you receive your results?
Headteacher for a day. Imagine tomorrow morning you wake up as [insert name of the headteacher at your child’s school]: i) How might you run the school differently? ii) What subjects would you prioritise? iii) How could you make school beneficial for all students? Write a list of new rules. New traditions. New activities. Consider translating these bullet points into a friendly and constructive letter of advice. Then, after a quick (or careful!) proofread, encourage them to share it with the headteacher at their school via email, post, or by hand.
Confidence point game. Raising confident teenage boys requires consistency, creativity, and care. Brainstorm everyday acts that your child can perform to earn ‘confidence points’. Based on their current level of confidence in social situations - these everyday acts could range from: i) smiling - how many people at school did you smile at today?, ii) asking questions - how many questions did you ask in your lessons?, iii) starting conversations - how many conversations did you initiate? At the end of the day, ask them to share how many points they earned. Keep a record. Update the scoreboard. Reward their bravery accordingly.
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The Waiting List for the MBU Mentorship Programme (2025-26) is now open (link here). This is our flagship online mentorship programme for Year-7 Muslim boys based in Britain, focused on character, academic, and leadership development.
At your service,
Muslim Boys United (MBU)