Finding Direction in a Senior High School System
Lately, I’ve been thinking a lot about the revised Senior High School (SHS) curriculum that the Department of Education (DepEd) plans to pilot in School Year 2025–2026. The new setup combines the existing SHS tracks into just two pathways: Academic and Technical-Professional (TechPro). On paper, this change is meant to simplify the system, reduce curriculum overload, and better align students’ education with future college and career options. While I understand these goals, I can’t help but feel conflicted about what this shift might really mean for students like me.
Education reforms are often labeled as “progress,” but as a student, I think it’s important to pause and question how these changes affect our actual learning experiences. School isn’t just about finishing subjects or meeting requirements, it’s also where many of us start figuring out who we are, what we’re good at, and what kind of future we want. Because of this, curriculum changes shouldn’t just be efficient; they should also be meaningful and supportive of students’ personal growth.
Under the previous SHS curriculum, the Academic track was divided into specific strands like STEM, ABM, HUMSS, and GA. These strands weren’t perfect, but they gave structure and direction. Choosing a strand helped many students, including myself and people around me, better understand our strengths and interests. It made future plans like choosing a college course or career path feel a little less overwhelming. Having that sense of identity early on mattered more than we sometimes realize.
With everything now grouped under a single Academic track, I worry that things might become too general. Students with very different goals and learning styles will be placed in the same space, and that might make it harder for some of us to feel seen or guided. While flexibility is important, not everyone has the privilege of “figuring it out later.” Some students rely on clear structures in school to help them make informed decisions about their future.
I also recognize that educational tracking has its downsides. Being placed into a strand early can feel limiting, and research shows that tracking can sometimes create pressure or reinforce inequalities. Still, I believe that completely removing clear distinctions may not be the solution either. What students need is a balance, enough flexibility to explore, but enough structure to provide clarity and confidence.
In the end, students don’t all learn or dream in the same way, and our education system should reflect that reality. For me, education should help students understand their options, not blur them. As this new two-track system moves forward, I hope student voices are genuinely considered, because we are the ones who will live with the effects of these changes long after the policy decisions are made.