When a school asks why some students stop coming, the answers people expect are about motivation or family interest. In one district, the real answer turned out to be a bus timetable.
The secondary school sat eleven kilometres from the furthest village. There was a bus, but it left the village at half past five in the morning and returned at six in the evening. For a fourteen-year-old that is twelve and a half hours away from home for six hours of lessons. Families did not decide that school was unimportant. They decided that the day was impossible.
The district tried the obvious things first. It sent letters. It held meetings about the value of education. Attendance did not move.
Then it changed the timetable. A second bus was added at half past seven, paid for with money that had been set aside for new sports equipment. Within a term, attendance from the three furthest villages rose by nineteen per cent. Nothing about the families had changed. Nothing about the lessons had changed.
The lesson is uncomfortable for anyone who likes simple explanations. When behaviour looks like a choice, it is worth asking what the person is actually choosing between. Often the problem described as a lack of motivation is really a problem of distance, of cost, or of time — and those can be fixed by someone with a budget and a map.
Vocabulary in this text
- expect /ɪkˈspɛkt/ — to think that something will happen
- motivation /ˌmoʊtəˈveɪʃən/ — the reason why someone wants to do something
- turn out /ˈtɝn ˈaʊt/ — to happen in a particular way, often unexpectedly
- timetable /ˈtaɪmˌteɪbəl/ — a list of times for lessons or buses
- obvious /ˈɑbviəs/ — easy to see or understand
- set aside /ˈsɛt əˈsaɪd/ — to reserve something, or to ignore it for now
- equipment /ɪˈkwɪpmənt/ — the things you need for an activity
- behaviour /bɪˈheɪvjɚ/ — the way someone acts
- choice /ˈtʃɔɪs/ — the act of choosing, or the thing chosen
- worth /ˈwɝθ/ — having a particular value or use