Recent surveys on young people suggest that the deterioration of mental health among youth is a global issue. In Japan, the number of suicides nationwide decreased in 2024. However, the number of suicides among elementary, junior high, and high school students reached a record high of 529. The most common cause and motive for suicide among elementary, junior high, and high school students was “school problems,” followed by “health problems” and “family problems.” As an aside, in Japan in 2024, the number of suicides among girls under 20 (430) was higher than the number of suicides among boys (310). Ten years prior, there were 165 suicides among girls and 373 among boys. The trend of more boys and fewer girls committing suicide had continued for a long time. In recent years, suicides have been increasing among young people, especially adolescent girls. Adolescence is a time when everyone experiences emotional turmoil. The suicide figures suggest that this emotional turmoil during adolescence is greater than ever before.
In recent years, tools have been developed to more easily understand children’s situations and friendships. Tablets are distributed to all children as digital textbooks. One education board instructs children to input information about their daily mood and sleep patterns into their devices. This board collects data on children’s moods and sleep patterns. If there are any changes in mood or sleep patterns, teachers or school counselors can provide support. Furthermore, technologies utilizing big data such as images, sounds, and language are rapidly spreading throughout society. For example, morning greetings in a class could be conducted using tablets. The children’s faces and voices are collected as data. From these images and voices, it becomes possible to assess concentration levels, satisfaction levels, and even physical health (such as colds). If such health assessments are possible, it becomes possible to interact with energetic children in ways that suit them, and with anxious or dissatisfied children in ways that alleviate their feelings.
Japanese elementary and junior high schools maintain and improve academic performance by conducting 1015 lessons per year. In recent years, the number of children attending cram schools has increased, as the 1015 lessons per day are considered insufficient. These cram schools are also seeing advancements in their teaching methods. Eishinkan (Fukuoka City), a major cram school chain, introduced AI-powered learning materials for junior high school students a few years ago. In its junior high school courses, the AI materials utilize tablets in math and English classes. A key feature of these AI materials is their ability to flexibly switch the problems presented according to the student’s proficiency level, allowing for detailed instruction. As the children solve problems, the AI understands their level of comprehension and areas of weakness. The AI then automatically adjusts the curriculum based on this understanding. Recent AI technology can analyze not only the children’s level of comprehension and progress, but also their level of concentration. Cram school instructors are increasingly able to use tablets to help determine when and what kind of encouragement is most effective, based on the students’ level of concentration and signs of fatigue.
