Pedestal: Clinically, it is the term meaning a base or support. But, it is also referencing  a situation in which someone is greatly or uncritically admired–putting someone on a pedestal.

Many teens use the word in the second definition to refer to situations–situations like grades, friends, extracurricular activities, and even, in certain cases, all around life. But, teens have also been put on certain pedestals, some would say, by peers or parental-figures–setting extremely high standards for them academically, expecting them to accomplish certain goals, and even portray themselves in a particular manner. “In general, teens are set up,” sophomore Austin Kiser insists. Austin adds, “Kids have bad days, in a terrible way. It disappoints me seeing standards pushed on kids.” This year, the stakes have become incredibly high; students coming back to school y find themselves in a new environment they don’t remember being so difficult prior to COVID and the merger.

Students are dealing with a shift in how they treat others and how interact with one another. “I would say observing students from pre-COVID to post-COVID, things that were socially unacceptable are now the normal,” Mrs. Erin Hartman, a teacher at Elkhart High School shares. “Work ethic in post-COVID time has not been the greatest.” As a result, she says, “Expectations are being lowered to maintain somewhat of a better adjustment for students.”

How can students feel as though they will not fall from this pedestal? Well, leniency is given after such a long period of time of not being interactive with school in person. But, once there is time being given and done, there is no more. Students have gone from Honors to F-students, without having a constant standard for them. So, is having a standard or pedestal, bad?  Or does that actually push teens to succeed and learn from being on a pedestal?