By: Anik Tuniaty *)
The government’s recently launched People’s School Program has once again demonstrated its capacity not only to provide access to education but also to prioritize students’ health and psychological well-being. Some criticism has arisen regarding reports of some children choosing to return home due to adaptation challenges, even due to 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 buildings and curriculum.
The Minister of Social Affairs emphasized that student admission to Elementary Schools is always carried out with full parental consent and through a health screening process. There is no coercion, but rather an open dialogue that respects family rights. Of the five students who returned, two chose to go 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 serves as evidence that the physical and psychological adaptation curve needs to be anticipated from the start.
Environmental transitions, including dietary patterns, activities, 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 a supplement, 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 cooperatives as the metaphor of a stick: one stick is not worth 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 palpable, with some even asking for more rice. This moment went beyond simply filling stomachs; it also fostered 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 explained 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 tasks 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 in the curriculum. The presence of psychologists in Rakyat schools plays a crucial role in detecting signs of stress or anxiety. Group and individual counseling services should be promoted regularly, not just during crises. This way, children experiencing homesickness or adjustment stress can be helped quickly before symptoms develop into more serious problems.
This approach aligns with the micro-environment context of home, school, and peers, which must support a child’s harmonious development. The People’s School, through parental involvement in admission approval and ongoing communication, strengthens this micro-support system. When teachers, psychologists, and parents work synergistically, the risk of mental health disorders can be reduced while maintaining a sense of security and social connectedness.
Critics of the People’s School often view the adaptation symptoms as program weaknesses, but in fact, they demonstrate the government’s courage in acknowledging and responding to students’ initial low well-being. 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 physical protection: she felt valued and cared for. This hope provides crucial psychological capital for motivating children to pursue their dreams, from the ideals of the Flag Raising Team (Paskibraka) to other educational aspirations in the future.
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. Research shows that this sense of self-confidence positively impacts academic achievement; children who feel accepted tend to be more active and creative in class.
Several key steps need to be strengthened to optimize the implementation of the People’s School. First, students and parents should adjust to new lifestyles through a gradual transition through orientation and training, such as nutrition workshops and psychological adaptation techniques. Second, teachers’ capacity should be enhanced through psychosocial literacy training so they can recognize and respond to students’ stress symptoms early. Third, collaboration with community leaders and local NGOs needs to be strengthened to build a psychosocial support network outside of school hours, so that children receive holistic care both inside and outside the classroom. Finally, regular evaluations through semester-long student and parent satisfaction surveys should be conducted to systematically monitor emotional and physical impacts and serve as a basis for continuous program improvement.
The People’s School program is not merely a social policy, but a concrete manifestation of the state’s presence in meeting children’s basic educational and health needs. With a foundation in educational psychology and a holistic approach, the People’s School has been able to defy criticisms of being a “forced” or “problematic” program and instead become an inclusive model that prioritizes students’ physical and mental well-being. This is an effort to completely liberate children not only from material poverty but also from the uncertainty and fear of adaptation.
*) Social Observer