MRMICT

This blog ramble reflects on the importance of a disciplinary approach to subject learning and how it can begin to erode the myth of boredom in the classroom.

“Science is boring, Mr. McGrath!” “I hate history; it’s boring!” These are some of the most common statements heard in classrooms across the UK. Whether it’s history, science, or maths, there always seems to be at least one subject that some children associate with boredom. As educators, we need to unpick this issue, especially when implementing a knowledge-led curriculum that champions the integrity of individual subjects. Why do children perceive certain subjects as boring? How can we address this perception without resorting to cross-curricular distractions or gimmicks?

Why Do Children Say a Subject Is Boring?

Children, like adults, gravitate towards what they find engaging and meaningful. When a child states that a subject is “boring,” it can be incredibly demotivating. However, we must not settle for thinking it’s a reflection of the subject itself. Instead, it may indicate several underlying factors. 

Boredom as a State of Mind

It’s important to recognise that boredom is, in most cases, a state of mind rather than a reflection of the lesson or the subject being taught. Educational psychologist Dr. Teresa Belton notes, “Boredom is an important signal that something isn’t right. It prompts us to search for alternatives and to engage more fully with the world.” When a child says they are bored, it’s an opportunity for us to look deeper into why that might be. Are they overwhelmed? Understimulated? Do they need help connecting the material to their own experiences or interests?

Viewing boredom from this angle shifts our focus from trying to make the material more “fun” or “exciting” in a superficial sense to addressing the root causes of the boredom in the first place. It’s not about making history “cool” by linking it to the latest YouTube sensation, but about connecting history to the lives of children by showing its relevance, its drama, and its complexity. 

An example from my own experience is the Anglo-Saxons. In the past, I’ve had children exclaim that they are boring! Sadly, I too agreed once. However, when I found the ‘story arc’ of the Anglo-Saxons, this changed. Theirs is a tale of resilience, adaptation, and cultural innovation. They sought new lands when theirs were blighted, fought off fierce invaders after seeking refuge in Britain, and established kingdoms that would lay the foundations of modern England. Their struggles against Viking incursions, the spread of Christianity, and the creation of epic literature like ‘Beowulf’ highlight their lasting impact on European and British culture. This is an epic tale, so we need to convey this through our curriculum sequencing, lesson structuring, and task design.

The Roots of Boredom

As mentioned above, boredom can stem from a lack of understanding or challenge. The incredible Daniel Willingham asserts, “People are naturally curious, but we are not naturally good thinkers; unless the cognitive conditions are right, we will avoid thinking.” If a subject is presented in a way that feels either inaccessible or too difficult, a child’s mind may shut down and start to label the experience as boring as a defence mechanism. We have all been in meetings or situations where we felt out of our depth, and as hard as we might try, have experienced what appears to be boredom.

Additionally, boredom can come from a lack of relevance, prior experience, or context. When children have no pre-existing context or cannot see how a subject relates to their lives or the broader world, they may struggle to invest in it either emotionally or intellectually. Unfortunately, sometimes the way we teach reinforces this disconnect. A teacher who approaches history as a series of dates and facts to be memorised, without conveying the human stories and connections to the present day, may inadvertently reinforce the idea that history is dry and irrelevant.

Subjects Are Not Boring—They Are Inherently Fascinating

The truth is, no subject is innately boring. Every discipline, whether it’s history, science, geography, or art, holds a treasure trove of knowledge and insights that can ignite a child’s imagination. Our role is to act as metaphorical tour guides and storytellers, unlocking these treasures and helping children see the inherent value and excitement in each subject.

Often, teachers attempt to hide the “scienceness” of science or the “geographyness” of geography by concealing it in a cloak of some strange cross-curricular mismatch. In his book ‘Powerful Geography: A Curriculum with Purpose in Practice,’ Mark Enser critiques the approach of teachers trying to make subjects more engaging by disguising them with unrelated activities or themes. He argues, and I agree, that this serves to dilute the subject’s integrity and the powerful knowledge it offers. Instead of fostering genuine understanding, it can lead to superficial learning, where children miss out on the core concepts and are unable to make connections across disciplines.

Enser advocates teaching subjects in a way that emphasises their intrinsic value and power, making the subject matter itself the central focus of learning. He believes that when teachers respect the subject’s content and present it in a purposeful and straightforward manner, children are more likely to engage deeply and develop a meaningful understanding of the material.

I also believe that subject leaders have a responsibility to convey the ‘magic’ of their subject in a similar manner. Emma Turner constantly advocates for subject leaders to distil the essence of their subjects, ensuring that this is reflected in the curriculum and teaching. She argues clearly that by doing this, subject leads create a coherent and compelling narrative around the subject. This ultimately inspires both teachers and children.

I have started trying to consider how I felt when I discovered how ancient civilisations lived, loved, and fought, or the awe of understanding how our bodies work, how the stars align, and how plants grow. I try to think of the ways in which these ideas stuck with me—not thinking about the experience but about the knowledge and what made it stick. It’s important to recognise that although facts are indeed important, they aren’t trivial items to be memorised but key insights that connect us to the world around us. When we fail to convey the excitement and significance of our subjects, we risk reinforcing the idea that these disciplines are just boxes to tick on the curriculum checklist, reserved only for those who want jobs in those fields. For example, if we start saying, “You might want to be an archaeologist one day,” as a reason to learn history, we’re veering into boredom-reinforcement territory.

The Power of a Disciplinary Approach

A knowledge-led, disciplinary approach is a powerful antidote to the perception of subjects being boring. By treating each subject with the seriousness and depth it deserves, we foster a genuine appreciation for the discipline. This approach involves not just teaching the knowledge but also the methods, the questions, and the mindset that each discipline requires.

For example, teaching history as a historian approaches it—by examining primary sources, considering multiple perspectives, and understanding cause and effect—can transform it from a dull exercise in labelling pictures of Romans and listing dates into an engaging exploration of human stories and societal development.

Conclusion

While we cannot simply force a child to “not be bored,” we can cultivate an environment where boredom is less likely to take root. We do this by honouring each subject for what it is, rather than trying to disguise it as something else or dilute it with cross-curricular distractions and metaphorical glitter. By embracing a disciplinary approach, we can help children see the value and excitement in every subject, transforming their learning experience and fostering a lifelong love of knowledge.

As always questions and criticisms are always welcome, friendly or otherwise.

Karl (MRMICT)