“I’m bored. This is boring.”
Who hasn’t heard a child mutter these words? All of us, right?
But what do kids really mean when they say they’re bored? Do they mean the math lesson doesn’t have the excitement they’re seeking, or do they mean they’re a bit lost and unsure what to do next? Is a rainy day indoors truly void of thrill, or is it simply that they can’t think of something to do yet?
Often, parents and teachers hear children’s expressions of “boredom” as a cue that it’s the adult’s responsibility to step in and fix the problem. I think that’s a mistake, and more importantly, a missed opportunity. Moments of boredom, lack of interest, or even mild confusion can be powerful opportunities for growth. Learning how to engage our own minds and find direction is a critical life skill. Saying “I’m bored” often seeks an outside person to solve a small problem for us. The more we allow children to sit with boredom and work their way toward engagement, the more creative, resilient, and responsible they become as learners. This doesn’t look the same for every child, and it certainly isn’t always easy, but the skill itself is worth developing.
When I was a seventh grader at Norwood Junior High North in the 1970s, I had a science teacher, Mrs. Hadaad, who was highly engaging. She was funny, direct, playful, brilliant, and deeply committed to her students. One day, in response to a student’s moaning, she quipped in her Boston accent, “Ya know, only borin’ people get bored.” That statement has rattled around in my head for decades. I’ve both loved and hated her position, but I’ve always had a hard time arguing with it. Feeling bored, after all, often gives us a choice. We can linger in that feeling of disinterest, or we can look for a way to reengage our thinking and move ourselves forward.
Whenever I find myself feeling out of touch or disengaged (bored)- and this does happen regularly- I’ve learned to shift into what I call “search mode” to find my own point of entry. Just this week, at our district Deliberative Session meeting, I felt that familiar wave of boredom wash over me. I picked up my pen and started taking notes, and almost immediately my interest sparked. I found myself thoughtfully comparing small-school budgets and asking new questions.
When my own children used to try to bait me with, “Daddy, I’m so bored,” I’d respond, “Well, you’re smart. You’ll think of something.” And they always did. So will your kids.
Here’s an interesting Ted Talk video on the subject of how boredom is good for us.
Timothy Iwanowicz, M.Ed.
Teacher/Principal
Temple Elementary School
