Indonesia Strengthens The ‘People’s Schools’ Through a Holistic Approach
By: Anik Tuniaty
The recently launched People’s School program has once again demonstrated its capacity not only to provide access to education but also to prioritize the health and psychological well-being of students. Some criticism has arisen regarding reports of several children choosing to return home due to adaptation challenges, even minor illnesses. However, rather than being a sign of failure, this phenomenon is a natural reflection of the adjustment process, which requires holistic support, beyond just building facilities and curriculum.
The Minister of Social Affairs emphasized that student admission to People’s Schools is always carried out with full parental consent and through a health screening. There is no coercion, but rather an open dialogue that respects the family’s rights. Of the five students who returned, two chose to return home, while the other three continue to be monitored and coordinated intensively with their parents. The incident of seven students who were absent due to flatulence or chickenpox is evidence that the physical and psychological adaptation curve needs to be anticipated early.
Transitions in living environments, including diet, activity, and social interactions, can trigger physiological stress that can lead to mild symptoms. Therefore, the presence of health services, doctors, and psychologists in every school is not merely an addition, but a primary need that must be present before children begin receiving academic instruction. Therefore, the People’s School program adopts the principle of “whole child development,” which integrates students’ physical, emotional, and social needs into every activity plan.
President Prabowo described a cooperative as a metaphor for a stick: one stick doesn’t mean much, but together they become strong. The same principle seems to apply at the People’s School: a sense of togetherness and collective support are the main foundations. As Gus Ipul enjoyed dinner with the students—chicken curry, sour vegetables, braised tempeh, fruit, and milk—enthusiasm was evident, with some even asking for more rice. This moment goes beyond simply filling stomachs; it also fosters emotional bonds between leaders, teachers, and students—a crucial element in creating a safe and caring learning environment.
The principal of SRMP 10 Bogor, Fitri Puspita Sari, emphasized that students’ busy routine of worship and exercise from 4:00 a.m. until afternoon lessons requires physical and mental stamina. She noted that the adjustment process is still ongoing. In child development theory, adaptation to a new environment is accompanied by gradual transitions, so that the burden of work and expectations does not lead to excessive fatigue. The People’s School program has taken the right step by providing a balanced schedule of physical, spiritual, and academic activities.
One of the biggest challenges of integrated education is ensuring that students’ mental health receives equal attention alongside the curriculum. The presence of psychologists in People’s Schools plays a frontline role in detecting signs of stress or anxiety. Group and individual counseling services need to be encouraged regularly, not just during crises. This way, children experiencing homesickness or adaptation stress can be helped quickly before symptoms develop into more serious problems.
This approach aligns with the context of the microenvironment of home, school, and peers, which must support a child’s harmonious development. People’s Schools, through parental involvement in admission approvals and ongoing communication, strengthen this micro-support system. When teachers, psychologists, and parents work synergistically, the risk of mental health disorders can be reduced, while a sense of security and social connectedness are maintained.
Critics of People’s Schools often view adaptation symptoms as a weakness of the program, but in fact, it demonstrates the government’s courage in recognizing and addressing the low initial well-being of students. When Asya Asyifa, one of the students, shed tears of joy at being able to return to school with three meals a day, she held a hope that went beyond mere physical protection: she felt valued and cared for. This hope provides crucial psychological capital for motivating children to pursue their dreams, from their aspirations to become members of the Flag Raising Team (Pskibraka) to their aspirations for future learning.
Psychosocially, this program helps shift the narrative of village students’ identities from “poor and marginalized” to “empowered and respected.” Providing nutritious and tasty meals, medical facilities, and a personalized approach makes them feel valued. This sense of self-confidence, research shows, has a positive impact on academic achievement; children who feel accepted tend to be more active and creative in class.
