Introduction: From “Toughen Up” to “Are You Okay?”
Those of us born in the 1970s grew up in a world that was beginning to recognize the value of psychology and emotional intelligence—but only just. Our parents may have still leaned on discipline and resilience, while we were taught to express ourselves, to seek understanding, to talk it out.
Some said our generation was too soft. Others said we were the first to truly value mental health.
Now, decades later, we are the parents—and it’s our turn to ask:
What kind of generation are we raising?
A Generation Protected—or Overprotected?
Today’s children are surrounded by care. We check their emotional state. We talk about boundaries and balance. We use words like “resilience” and “attachment theory” in everyday parenting. We demand that institutions—not just parents—be psychologically aware.
- Teachers are expected to be emotionally intuitive.
- Schools consult therapists.
- Schedules revolve around emotional regulation.
This is progress. But it also leads to a deeper question:
Are we growing a generation that is highly self-aware—or one unprepared for discomfort?
The German Dilemma: All-Day School, or Emotional Overload?
In Germany, a debate is rising: Should all schools become full-day institutions to support working parents? At first glance, this seems modern and efficient. A school day aligned with the workday. Structured. Practical.
But educators are raising psychological concerns:
“Children shouldn’t spend their entire day in the same institutional setting.”
They need environmental variation, unstructured time, and a space that doesn’t feel like school to process, play, and rest emotionally.
A generation ago, no one would have proposed building entirely separate spaces for after-school care. Today, it’s a serious proposal. Because we’re now asking: What’s best for the child—not just what’s convenient for the system?
A Society That Solves Soft Problems—But Avoids Hard Ones?
Maybe we’ve become wealthy enough—socially, economically, philosophically—to care deeply about the nuances of childhood. That’s a good thing.
But in doing so, are we creating the illusion that our society has no problems left?
We fine-tune emotional development but avoid the harder realities:
- We still don’t teach financial literacy in most schools.
- Children graduate knowing historical timelines—but not how interest rates or taxes work.
- We speak about emotional safety, but leave them unprepared for the economic systems they’ll step into.
We shield them from stress—but are we failing to teach them how to handle it?
A Generation of Care—But Without Tools?
Perhaps our greatest contradiction is this:
We are raising the most emotionally tuned-in generation in history—yet they may feel less confident in navigating adulthood.
- They know how they feel.
- But do they know what to do?
- Can they plan a budget, apply for housing, handle bureaucracy?
Final Thought: Raising With Both Eyes Open
Caring for children’s emotional needs is not weakness. It’s evolution.
But care without challenge, and protection without preparation, leaves gaps.
What kind of generation are we raising?
That depends on whether we’re willing to go beyond emotional awareness—to empower them not only to feel, but to act, to adapt, and to lead.
Let’s raise a generation that knows how to say:
“I’m overwhelmed.”
But also:
“I know what to do next.”