America’s Education System Is in Deep Trouble — And Most Are Missing the Root Cause. The ongoing debate often centers on whether our schools or the students themselves are the primary problem — but here's where it gets controversial: the real issues run much deeper than school grades or test scores alone. And this is the part most people overlook…
Today, I’m Albert Mohler, and this is The Briefing—your daily deep dive into current events through a Christian worldview lens.
Part I: The Crisis in American Education — Failed Attempts to Repair Kids and Schools
Many of us are now aware that the United States faces a pressing educational crisis—a problem not just with academic performance but with foundational learning itself. Recent years have seen a surge of commentary pointing out that kids aren’t performing as well as they used to—or perhaps not performing at all.
A revealing article in The New York Times frames the question: Is the core issue with the children, or is the problem rooted in the schools? Jia Lynn Yang’s report begins with a striking observation: “One of the bewildering aspects of modern parenting is that at some point, your child is likely to be diagnosed with a psychiatric condition.” This statement underscores a seismic shift in how society perceives childhood struggles.
And this is crucial—what the article hints at is a worldview-shaping problem. The idea that many modern children are being labeled with psychiatric diagnoses at unprecedented rates signifies more than just clinical concern; it reflects a cultural tendency to medicalize normal childhood behaviors. For Christian parents especially, this psychologization trend raises serious questions about how we see human nature and sin. Are we over-therapying issues that could have spiritual or moral roots?
Let’s focus on two prominent diagnoses: Attention Deficit Hyperactivity Disorder (ADHD), especially amongst boys, and autism spectrum issues. While I’m not denying these conditions exist, the Christian worldview urges us to approach such issues with suspicion—asking whether societal and educational systems are overly quick to pathologize traits that are simply part of human diversity or developmental stages.
In a sinful world, disorder and learning difficulties can be expected—tumors, viruses, and yes, educational hurdles. However, studies now reveal an alarming trend: these issues disproportionately affect boys and are increasingly common in modern society.
The so-called “therapeutic revolution,” which gained momentum after the 1950s, has impacted how we treat challenges in childhood. Over the last few decades, evidence shows declining academic scores—from eighth grade exams to college entrance tests—highlighting an educational decline that surpasses what many are willing to admit.
The New York Times’ shift in questioning—from “Is the problem the kids or the schools?”—to “Is the problem the kids or the system?”—marks a significant change. But contemplate this: are diagnoses in many cases driven more by societal expectations and diagnostic trends than by actual pathology?
For example, nearly one in four 17-year-old American boys now receives an ADHD diagnosis according to the report. That is staggering. It signals that young men are being labeled at an unprecedented rate—raising a critical question: are we truly dealing with a health crisis, or are we simply redefining normal male behavior as disordered?
Furthermore, the problem extends beyond K–12. Reports from elite institutions such as Harvard, Brown, and Amherst reveal that over 20–34% of undergraduates identify as disabled, according to official records. This statistic forces us to reconsider what “disability” really means in modern academia—are we witnessing a societal redefinition of impairments? Or a failure in educational standards?
Research professor Peter Gray from Boston College notes a further troubling development: “Rather than fixing the schools, society is trying to fix the kids”—but perhaps the real issue is that the educational system’s narrow track doesn't accommodate a broader variety of learners. The consequence? More children—and even college students—are being classified with disorders that may reflect a mismatch between societal expectations and individual development.
All of this is compounded by ideologies infiltrating education, pushing progressive agendas that devalue core academic skills like math, and promoting an acceptance of lowered standards. The trend to “dumb down” curricula—dropping algebra requirements, for instance—has dire consequences. As the Wall Street Journal points out, eliminating algebra from middle school demotes the importance of foundational skills, leading to more students ill-prepared for college or the workforce.
Within just five years, the number of incoming college students at UC San Diego needing remedial math has skyrocketed— from 30 students to over 900. That’s a thirtyfold increase, making it impossible for elite universities to function as research hubs if they’re constantly re-teaching basic math skills.
Part II: The Role of DEI and Societal Shifts — How Ideology Is Driving Educational Decline
Part of the problem lies in the influence of Diversity, Equity, and Inclusion (DEI) initiatives, which some critics argue have contributed to dumbing down our education system. Pundits and educators note that advocates claim requiring prerequisites like algebra is “elitist”—arguing that pushing math could be oppressive to marginalized groups. Ironically, this undermines the purpose of education: equipping students with essential skills.
The push to eliminate standardized testing—initially designed to objectively assess aptitude—is now increasingly seen as oppressive and exclusionary. But standardized tests provided a critical measure to identify academic abilities impartially. Removing them risks diluting the standard and allowing a welfare mentality to override merit.
This broad societal shift influences every level— from childhood education to higher education. The question remains: is the increasing number of students unable to do basic math a reflection of systemic failure, cultural decline, or both?
Part III: The Danger of Dumbing Down Curriculum — Removing Core Subjects Will Have Long-Term Consequences
Media commentary, including the Wall Street Journal’s, harshly criticizes the neglect of fundamental subjects like algebra. California’s decision to de-emphasize math standards has accelerated a trajectory of falling academic achievement. As they point out, the worst part is that lowering expectations doesn’t just impact math—it erodes all foundational learning.
If students are told that “math isn’t really that important,” and we avoid challenging them with complex skills, the consequences are profound. The accumulating evidence shows that the more we lower standards, the further society suffers in critical areas like technological innovation, scientific progress, and economic competitiveness.
The recent data from UC San Diego supports this. The increase from 30 students needing remedial math to hundreds in just a few years exemplifies the destruction of standards. Such trends threaten to turn promising institutions into institutions of mediocrity—undermining the very purpose of higher education.
Part IV: The Erosion of Gender-Specific Spaces — The UK’s Cautionary Tale
Finally, a notable recent development in the UK spotlights the ongoing confusion and controversy around gender identity. Following Britain’s Supreme Court ruling affirming the right of women and girls to spaces exclusive to their gender, organizations like the Girl Guides have announced they can no longer admit trans girls into their groups. They claim they are “forced” into such decisions, though critics argue that this reflects a surrender to ideological pressure.
Similar policies have affected women’s groups like the National Federation of Women’s Institutes, which has also announced restrictions on transgender women’s membership—claiming the legal environment leaves them no choice if they wish to preserve the integrity of women’s-only spaces.
This raises a fundamental question: if organizations designed specifically for women and girls no longer prioritize biological gender, what does that say about societal priorities? Is this an inevitable consequence of redefining gender identity, or is it a dangerous capitulation?
In conclusion, these issues highlight a broader cultural and spiritual crisis. The decline of education, the ideological subversion of basic truths—these are not just policy failures; they reflect a loss of biblical foundations and moral clarity. As Christians, we are called to think biblically, act courageously, and stand firm—even when it’s unpopular. The question remains: Do we have the courage to uphold truth in an increasingly confusing world? Or will we capitulate?
Thanks for engaging with The Briefing today. For more, visit my website at albertmohler.com, follow me on X/Twitter at x.com/albertmohler, or explore our partners at sbts.edu and boycecollege.com. I look forward to speaking with you again tomorrow.
— R. Albert Mohler, Jr.
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