Perfection.

A word so simple, yet impossible to achieve; but this is the standard that Clayton students are forced into the moment they step through the doors. Urged to find their ‘legacy’ on day one of freshman year, freshmen are plunged into a whirl of Honors classes, a different sport each semester, a performing arts group, and various clubs. And each year, the intensity increases. Four APs. Zero hour. Sacrifice a lunch for another class. Three clubs turn into six. Students must find spare time during their weekends for sports practices, volunteer hours, and extracurricular performances, all to look good for colleges. Some must sacrifice time to work at jobs because of lower financial situations and are judged within the culture because of their “misguided focus from college.” Students are forced through a gambling game, giving up some opportunities for others. Indeed, these are all the student’s own choices. Or are they?

The rising stars of Clayton are swamped in an environment where the stakes are consistently being raised. Each teacher adds to the daily, growing load of work, expecting their students to maintain academic integrity. Parents expect students to have their focus constantly towards college. Even peers compare to each other, seeing who is taking more APs, what college they’re thinking about, or who gets the least amount of sleep from homework every night.

A fine line stems between determining what is healthy competition. Students easily grade their success based off of their peers, placing pressure on themselves to become the best. Despite Clayton granting a wide variety of opportunities for its students to experience, the culture is stimulated with an excessive need to pursue every single one. Students are expected to embody their achievements, as they are the school’s reputation. They see each other as “walking trophies,” desperate to get to that desired perfection. And along the way, they think less about the experiences, and more about the goal of college and having those honors.

While Clayton students take pride in their own dedication and resilience, the line begins to blur as high school becomes less about the experience and more of achieving that “perfect” status. As students are overwhelmed with the sheer amount of activities and classes, they obsess over the need to excel, doing whatever means necessary, including the bending of academic integrity and commitment to cheating.

To an overworked, stressed student, there is nothing more enticing than a simple exchanging of answers and asking for help on tests. Students are interested in doing anything it takes to get an edge above the rest; the grade separates from the education. No less, the students are certainly aware that the cheating is wrong, but few consider the ethics. Having so much on their plate, Clayton students aren’t guilt ridden about it. With the focus on college, they justify their actions, not considering it as explicit cheating. As they are swarmed by various mixed signals, the culture urges students to reach the top. Teachers and parents try to deny that this pressure exists, promising that the focus is for the student’s learning. This only denies that the problem exists, rather than addressing it head on, proving that a stigma is associated with confronting this “perfect” ideal.

Even elite colleges, such as the esteemed Stanford University, face what is called the “duck syndrome.” While everyone appears to be gliding effortlessly along the lake of school, underneath the surface, their feet paddle furiously to keep themselves afloat and their heads above water.

Clayton students seem to have everything under control, but underneath is the churning of fierce paddling. And ultimately, this begs the question of what the Clayton community should do for its future stars.

Students are bombarded daily with the mixed signals. They are told to do every possible activity offered whilst keeping academic integrity. They struggle to remain focused on learning, yet they worry about the grade, hoping to make a presentable appearance for colleges.

Each day has a limited amount of time, most of which is spent at school in the classroom. Choose one activity to sacrifice another, or force students to undertake all the beasts of burden at once. The dilemma of these mixed signals only causes greater confusion for the students. What does Clayton expect from its students? What does it truly want from its rising stars of the future? The problem must be addressed now, or Clayton risks leaving its students out like sitting ducks, stranded in a lake of despair.