Challenges of Fostering Student and Teacher Well-being in Schools in Japan

Well-being in education has become an increasingly prominent global concern yet fostering emotional and psychological health within the context of Japanese schools presents unique challenges. While Japan’s education system is renowned for its academic rigor and high performance, this success is often accompanied by substantial stress for both students and teachers. Students face significant academic pressures, social conformity expectations, and pervasive issues such as ijime (bullying) and limited mental health support. Teachers, on the other hand, face overwhelming workloads, additional non-teaching responsibilities, and cultural expectations that inhibit the open expression of stress or discomfort. Systemic and cultural barriers, including the entrenched values of gaman (perseverance) and shudan seikatsu ¯ (group harmony), further complicate efforts to prioritize well-being.

This paper explores the challenges faced by students and teachers in Japanese schools, analyzing the intersection of societal expectations, struc- tural inefficiencies, and limited mental health infrastructure. Drawing on relevant research and global best practices, the paper proposes solutions such as integrating well-being education into the school curriculum, reducing teacher workloads, and promoting cultural shifts toward prioritizing well- being into the school community. By implementing these recommendations, Japan can strike a balance between academic excellence and the holistic health of students and educators, serving as a model for education systems worldwide.

Introduction

Well-being in education has increasingly emerged as a global priority, as schools play a central role in supporting the mental, emotional, and physical health of both students and teachers. In Japan, a country renowned for its rigorous educational standards and cultural emphasis on diligence, fostering well-being in schools presents unique challenges. While Japan has consistently demonstrated academic success, these achievements often come at a cost. Research suggests that excessive academic pressure, long hours, and competitive entrance examinations can undermine the psychological and emotional health of students (Hori, 2016). Similarly, teachers in Japan face one of the highest workloads globally, contributing to burnout, stress, and attrition (Fujii, 2021).

The concept of well-being extends beyond the absence of illness to encompass a holistic sense of satisfaction, balance, and mental health (OECD, 2018a). In the Japanese context, however, cultural norms such as gaman (perseverance) and shūdan seikatsu (group harmony) complicate the ability to address well-being concerns openly. These societal expectations often discourage individuals from expressing distress, further exacerbating challenges faced in the educational environment (Yamaguchi & Kono, 2019).

This paper explores the multifaceted challenges of fostering well-being in Japanese schools, examining systemic factors, cultural barriers, and institutional limitations. The first section will analyze the pressures and stressors experienced by students, followed by an exploration of the challenges affecting teacher well-being. Through this analysis, the study aims to highlight the need for targeted reforms that can balance academic performance with emotional and psychological health in Japanese schools.

Student Well-being in Japanese Schools

Academic Pressures and Examination Stress

The Japanese education system is often described as a “pressure cooker” due to its heavy focus on academic performance and competitive entrance examinations. Beginning in elementary school, students are conditioned to view success as contingent upon their ability to excel academically, culminating in juken (entrance exam) preparation for prestigious junior high schools, high schools, and universities. Research by Tsukada and Kawamura (2020) highlights how the culture of academic competition, paired with long hours spent at juku (cram schools), leaves students with limited time for rest, play, or social interactions. The resulting stress and sleep deprivation have been linked to higher rates of anxiety, depression, and even suicide among adolescents in Japan (OECD, 2017).

Moreover, the “exam hell” phenomenon reinforces a mindset that equates self-worth with academic success. A study conducted by Yamada and Nishimura (2021) found that 40% of middle school students reported feeling a constant sense of inadequacy regarding their performance, reflecting the immense psychological toll imposed by societal and educational expectations.

Ijime (Bullying) and Social Pressures

In addition to academic demands, ijime (bullying) remains a critical challenge affecting student well-being. Unlike overt bullying observed in other contexts, ijime in Japan is often subtle, involving social exclusion, verbal harassment, or even psychological manipulation. The Ministry of Education, Culture, Sports, Science, and Technology (Ministry of Education, Culture, Sports, Science, and Technology (MEXT), 2020) reported over 600,000 cases of bullying in Japanese schools in 2019, illustrating its prevalence and persistence.

A contributing factor to ijime is the cultural emphasis on conformity and shūdan seikatsu (group harmony). Students who deviate from group norms—whether through appearance, academic ability, or behavior—are often targeted. Yamaguchi and Takahashi (2018) argue that such social pressures can lead to isolation, depression, and, in extreme cases, futōkō (school refusal). Addressing ijime requires fostering an environment that prioritizes inclusion and psychological safety; however, cultural resistance to acknowledging these issues often hampers intervention efforts.

Limited Support Systems for Mental Health

Another barrier to student well-being in Japanese schools is the limited availability of mental health resources. While some schools employ counselors or school nurses, their capacity to address the rising demand for mental health support remains inadequate. A report by Kanda (2020) highlighted that most school counselors in Japan serve multiple institutions, reducing their ability to provide consistent, individualized care.

Moreover, cultural stigmas surrounding mental health further deter students from seeking help. Expressions of emotional distress are often viewed as a sign of weakness, reflecting the deeply ingrained value of gaman (perseverance). This stigma not only exacerbates existing mental health issues but also discourages open dialogue about emotional struggles within schools (Matsumoto, 2019).

Teacher Well-being in Japanese Schools

Excessive Workloads and Long Working Hours

Teachers in Japan, often referred to as sensei, play a critical role in shaping students’ academic and personal development. However, the demanding nature of their profession has increasingly led to significant stress, burnout, and even attrition. Research by the Organization for Economic Cooperation and Development (OECD, 2018b) revealed that Japanese teachers work some of the longest hours globally. In a typical week, teachers spend an average of 53.9 hours on the job, far exceeding the OECD average of 38.3 hours. This workload includes not only teaching responsibilities but also administrative tasks, bukatsu (club activities) and pastoral care.

The bukatsu system particularly, where teachers are expected to supervise extracurricular clubs, puts a significant strain on their workload. While intended to promote student growth, this unpaid and time-intensive obligation often extends into evenings, weekends, and holidays. Fujii (2021) highlights how these responsibilities result in teachers sacrificing personal time, leaving them with little opportunity to rest, recover, or pursue professional development. This culture of overwork otherwise known as karōshi (which is deeply ingrained in Japanese society) places teachers at risk for physical exhaustion, mental health issues, and decreased job satisfaction.

Stress from Administrative and Non-Teaching Duties

Japanese teachers face substantial pressures from non-teaching responsibilities that often overshadow their primary role as educators. MEXT mandates that teachers perform administrative duties, handle school management tasks, and liaise with parents, in addition to their classroom obligations. A study by Doi and Okamoto (2019) found that over 60% of teachers reported spending excessive time on paperwork, leaving them with insufficient energy and time to focus on lesson planning or student engagement.

Parental expectations also contribute to teacher stress. Teachers are often held accountable for students’ academic performance and behavior, and they must engage in frequent communication with parents to address concerns. While collaboration between schools and families is important, the pressure to meet parental demands places additional strain on teachers, especially when expectations are unrealistic (Kawakami & Kurokawa, 2020). This multifaceted workload contributes to emotional exhaustion, lowering teacher morale and overall well-being.

Cultural Barriers to Addressing Teacher Well-being

Cultural norms and societal expectations further hinder efforts to improve teacher well-being in Japan. Similar to students, teachers are expected to exhibit gaman (perseverance) and prioritize shūdan seikatsu (group harmony), even at the expense of their own health. Expressions of stress, exhaustion, or dissatisfaction are often viewed as personal failures or a lack of commitment to their profession. This cultural reluctance to acknowledge mental and emotional struggles prevents teachers from seeking help, further perpetuating cycles of stress and burnout (Yamaguchi & Kono, 2019).

Additionally, Japan’s hierarchical workplace culture discourages teachers from voicing concerns or advocating for better working conditions. Seniority-based systems often require younger teachers to take on heavier workloads as a demonstration of commitment, while veteran teachers may feel obligated to overextend themselves as role models (Fujimoto, 2017). These cultural dynamics create an environment where teacher well-being is overlooked, undermining efforts to implement systemic reforms.

Insufficient Institutional Support and Resources

Despite growing awareness of teacher well-being challenges, institutional support remains limited in Japanese schools. While MEXT has introduced initiatives aimed at reducing teacher workloads—such as hiring support staff and promoting work-life balance—implementation has been inconsistent (Ministry of Education, Culture, Sports, Science, and Technology (MEXT), 2020). A lack of financial resources and personnel further impedes progress. For instance, many schools lack sufficient administrative staff to alleviate teachers’ non-instructional burdens, forcing educators to manage these tasks themselves (Tsukada & Kawamura, 2020).

Moreover, mental health support for teachers is often inadequate. Unlike some other OECD countries, where structured counseling and professional well-being programs are integrated into school systems, Japan has yet to establish widespread support mechanisms tailored to teachers’ needs. A survey by Takahashi and Saito (2021) found that only 30% of schools provided access to mental health counseling for teachers, despite rising rates of stress-related illnesses and absenteeism. Addressing this gap requires targeted investment in resources and policies that prioritize teacher well-being as a critical component of educational success.

Systemic and Cultural Barriers to Fostering Well-being

The Culture of Academic Rigor and Societal Expectations

The culture of academic excellence in Japan, while contributing to the nation’s strong educational outcomes, imposes considerable stress on both students and teachers. The deeply entrenched value of benkyō (study and hard work) stems from societal expectations that view academic achievement as a pathway to economic and social success. Parents, educators, and policymakers prioritize scholastic performance, often to the detriment of emotional and psychological well-being (Hori, 2016). The competitive juken (entrance exam) system, which determines access to prestigious schools and universities, further amplifies this pressure, creating a culture where academic outcomes are prioritized over student health.

The intense focus on academic rigor reflects broader societal norms. Japan’s collectivist culture emphasizes group success and societal contribution over individual needs. This is again, reinforced by cultural concepts such as gaman (perseverance) and shūdan seikatsu (group harmony), which discourage expressions of distress or personal struggles. Yamaguchi and Kono (2019) note that both students and teachers are conditioned to prioritize perseverance, often suppressing their mental and emotional needs. This cultural backdrop makes it challenging for schools to implement well-being initiatives, as such efforts may be perceived as detracting from academic goals.

Structural Issues within the Education System

The Japanese education system’s structural rigidity also poses significant challenges to fostering well-being. School calendars and daily schedules are packed with academic instruction, extracurricular activities, and administrative duties, leaving little room for initiatives aimed at promoting mental health and emotional resilience. Students and teachers alike face long hours: students spend extended time in school and juku (cram schools), while teachers’ days are consumed by a combination of instructional and non-instructional responsibilities (Doi & Okamoto, 2019).

Reforms introduced by MEXT, such as the yutori kyōiku (a more relaxed education) policy in the early 2000s, attempted to reduce academic pressures by cutting instructional hours and promoting holistic development. However, these reforms faced criticism for allegedly lowering academic standards and were partially rolled back, underscoring societal resistance to structural changes in education (Takayama, 2018). The persistence of rigid curricula and assessment systems continues to limit schools’ ability to incorporate well-being programs effectively.

Efforts to address well-being in Japanese schools often face resistance at multiple levels, including policy implementation, school administration, and societal attitudes. Teachers, as key stakeholders in fostering student well-being, often lack the training and support needed to implement well-being-focused strategies. Professional development programs remain heavily focused on academic instruction rather than equipping teachers with tools to support mental health and emotional resilience (Fujimoto, 2017). Moreover, the hierarchical nature of Japanese schools makes it difficult to challenge traditional norms and advocate for systemic change, leaving schools trapped in cycles of overwork, stress, and burnout.

Solutions and Recommendations for Fostering Well-being in Japanese Schools

Integrating Mental Health Education into the School Curriculum

To foster both student and teacher well-being, integrating mental health education into school curricula is a critical first step. Education about emotional resilience, stress management, and mental health literacy can help students recognize and articulate their psychological needs without fear of stigma. Programs such as SEL (Social and Emotional Learning), which have been successfully implemented in Western education systems, could provide a framework for Japanese schools (Durlaket al., 2011). By teaching skills such as self-awareness, emotional regulation, and interpersonal communication, students would be better equipped to handle academic and social pressures.

Additionally, the inclusion of mental health topics in teacher training programs is essential. Teachers play a pivotal role in identifying signs of distress among students and can serve as first points of intervention. Fujimoto (2017) highlights the need for professional development programs that train teachers to recognize mental health symptoms and provide basic support, while also promoting their own well-being.

Reducing Teacher Workloads Through Structural Reforms

Addressing the excessive workloads of Japanese teachers requires systemic reforms to redistribute responsibilities and promote work-life balance. As previously mentioned, MEXT has already taken initial steps, such as promoting the employment of school support staff to handle administrative and non-teaching duties. Expanding these measures—by increasing funding for additional administrative personnel and dedicated club activity supervisors—would allow teachers to focus more on instructional roles and student engagement.

Moreover, introducing policies to limit overtime work and extracurricular obligations is essential. Countries like Finland and Germany have successfully implemented strict regulations on teacher working hours, demonstrating that high-quality education does not require overburdening educators (OECD, 2018b). By enforcing similar policies, Japanese schools can create a healthier working environment that supports teacher well-being and professional satisfaction.

Embedding Well-being Education into Academic Learning

To address the challenges of fostering well-being in Japanese schools, integrating well-being education into the national curriculum is a critical step. Well-being education encompasses teaching students’ skills such as emotional regulation, resilience, empathy, and effective communication, while also fostering an awareness of mental health and self-care. Research indicates that embedding these principles into academic learning not only supports emotional growth but also enhances academic performance (OECD, 2018a).

Global best practices suggest that well-being education is most effective when seamlessly integrated into daily classroom activities rather than being treated as an isolated subject. For instance, Finland incorporates well-being themes into its holistic approach to education, emphasizing collaborative learning, mindfulness exercises, and life skills as part of the core curriculum (Sahlberg, 2015). Adopting similar practices in Japan could equip students with tools to navigate the pressures of academic life and interpersonal challenges.

Moreover, cross-disciplinary approaches can be particularly effective. For example, literature classes can include discussions on empathy and understanding diverse perspectives, while science lessons can explore the relationship between physical health, mental health, and academic success. Such integration fosters a school culture where emotional well-being is valued alongside intellectual achievement.

Cultivating a Whole-School Approach to Well-being

Well-being education should extend beyond individual classrooms to encompass the entire school community, creating an environment where all members feel supported. The “whole-school approach,” as adopted by countries like Australia and the United Kingdom, emphasizes collaboration among educators, administrators, students, and families to establish shared values and practices around well-being (Weare & Nind, 2011). This model integrates well-being into every aspect of school life, including policies, extracurricular activities, and relationships within the community.

In Japan, implementing a whole-school approach could involve redesigning school schedules to include regular “well-being periods,” where students and teachers participate in activities such as mindfulness, peer mentoring, or open discussions about mental health. Additionally, schools could establish well-being committees composed of teachers, students, and parents to oversee initiatives, provide feedback, and foster a sense of collective responsibility for the school community’s emotional health.

Supporting Teachers as Leaders in Well-being Education

Teachers play a central role in fostering a culture of well-being within schools. However, they can only support students effectively when their own needs are met. Incorporating well-being education into teacher training and professional development programs is essential. These programs should equip educators with practical strategies for managing their own stress, modeling healthy behaviors, and integrating well-being principles into their teaching. For example, teacher training in New Zealand emphasizes building educators’ emotional intelligence, enabling them to create emotionally safe classrooms where students feel valued and understood (Cowieet al., 2014). Similar programs in Japan could empower teachers to take an active role in promoting well-being while addressing their own challenges.

Furthermore, reducing the administrative burden on teachers and providing time for reflection and collaboration can enhance their ability to prioritize well-being in their classrooms. School leaders must also recognize teachers as key stakeholders in shaping a supportive environment and ensure their voices are included in decision-making processes related to well-being education.

Normalizing Well-being Through Everyday Practices

One of the most effective ways to integrate well-being education into school life is by normalizing discussions about emotions, stress, and mental health through everyday practices. Simple, routine activities such as class check-ins, gratitude journaling, or group problem-solving exercises can help students and teachers alike develop emotional awareness and coping skills.

For example, Canada’s “MindUP” program incorporates mindfulness activities into daily classroom routines, helping students develop focus and self-regulation skills (Schonert-Reichlet al., 2015). A similar initiative in Japan could be adapted to align with cultural norms, encouraging emotional expression in ways that resonate with values like shūdan seikatsu (group harmony) and gaman (perseverance). By embedding well-being practices into the rhythm of school life, Japan’s schools can foster a culture where emotional health is a shared priority and an integral part of the educational experience.

Promoting a Culture of Well-being Through School Leadership

School leadership plays a vital role in fostering a culture that prioritizes well-being. Principals and administrators must actively promote policies and practices that balance academic rigor with emotional and psychological health. This includes advocating for mental health days, encouraging open communication about well-being concerns, and creating spaces for relaxation and stress relief within schools.

Leaders should also model well-being practices themselves. By demonstrating healthy work-life balance, emotional resilience, and open dialogue, they can set a positive example for teachers and students alike. Encouraging school-wide initiatives, such as mindfulness programs, yoga classes, and extracurricular activities focused on well-being, can further embed a culture of care and support (Nakanishi & Fujita, 2021).

Addressing Cultural Barriers Through Awareness and Policy Advocacy

To overcome cultural barriers, targeted awareness campaigns are necessary to challenge stigmas surrounding mental health and work-life balance. National and local governments, in collaboration with MEXT, should prioritize public education efforts that redefine traditional concepts like gaman (perseverance) and shūdan seikatsu (group harmony) to incorporate modern understandings of mental and emotional health.

Policy advocacy is also essential to institutionalize these cultural shifts. Reforms that mandate mental health programs, regulate workloads, and promote teacher and student well-being must be championed at national levels. Drawing on examples from global best practices, policymakers can craft initiatives tailored to Japan’s unique cultural and societal context.

Conclusion

Fostering student and teacher well-being in Japanese schools remains a pressing and multifaceted challenge. While Japan’s education system is celebrated globally for its academic rigor and achievements, these successes are often accompanied by significant emotional, psychological, and physical costs. Students face immense pressures stemming from competitive academic environments, societal expectations, and the pervasive culture of conformity. At the same time, teachers struggle under excessive workloads, non-teaching responsibilities, and cultural norms that discourage open acknowledgment of stress and burnout.

Systemic and cultural barriers, such as the deeply ingrained value of gaman (perseverance) and shūdan seikatsu (group harmony), further complicate efforts to prioritize well-being. Structural rigidity, insufficient mental health infrastructure, and policy implementation gaps have hindered progress despite growing awareness of the issue. Without targeted reforms, the well-being of both students and teachers will continue to be compromised, with long-term consequences for Japan’s education system and broader society.

Addressing these challenges requires a holistic and collaborative approach that integrates well-being education into the existing school curriculum, reduces teacher workloads, expands access to support services, and promotes cultural shifts toward prioritizing emotional and psychological health. Policymakers, school leaders, educators, and families must work together to redefine success in education, moving beyond purely academic outcomes to embrace a more balanced and sustainable vision of student and teacher well-being.

By implementing evidence-based solutions—such as professional development for teachers, widespread mental health services, and structural reforms—Japanese schools can create environments that support the holistic growth of both educators and learners. Through these efforts, it is possible to cultivate a school culture that values not only academic achievement but also the health, happiness, and resilience of its members. In doing so, Japan can set an example for how education systems worldwide can balance excellence with well-being, ensuring that schools become spaces of both learning and care.