Holly Osbaldeston
From social media anxiety to post-pandemic habits, fewer students are speaking up – and fear of embarrassment could be a key reason why.
Being ‘cringe’ is a fear many people share – but could it be affecting our ability to get the most out of our classes?
There appears to be a noticeable lack of student participation. In almost every class I have attended this year, no more than three people contribute, and it is often the same individuals each time. There are many possible reasons for this, including lack of preparation, fear of being wrong, or anxiety about how one might be perceived.
A clear issue is that fewer students are completing – or even engaging with – pre-set work. As a result, lecturers are increasingly having to adapt seminars and workshops so that students can still gain something, even without preparation. This may be due to time pressures from assignments, or simply a lack of interest in the subject.
Ultimately, however, it seems many students simply do not want to speak in class.
In the age of the internet, there is a growing fear of being filmed and posted online. A culture has developed where being labelled ‘cringe’ is seen as one of the worst social offences. It marks someone as different in a world that, despite its diversity, still places a strong emphasis on fitting in.
The idea that anyone could be recording at any moment is unsettling. Viral videos are often shared without the subject’s knowledge or consent, and once online, there is little control over how they are interpreted. This unpredictability may discourage students from participating openly.
This issue has been exacerbated by the COVID-19 pandemic. Many students report feeling less comfortable in public settings after extended periods of isolation and online learning. Speaking in class can now feel daunting, with even a single contribution seen as an achievement.
It is becoming increasingly clear that teaching dynamics are changing. Group discussions have declined, and students appear more reluctant to share their opinions. While the exact cause is uncertain, anxiety is likely a major factor.
According to the Mental Health Foundation, 89% of young people aged 18 to 25 report that anxiety affects them to some extent. This aligns closely with the reduced levels of classroom participation. However, some argue that another factor may be at play: the fear of being perceived as ‘cringe’.
In a world that can sometimes feel increasingly anti-intellectual, showing deep interest or knowledge in a subject may be seen as trying too hard. This perception is reinforced online and in popular culture, including shows like The Traitors, where being knowledgeable can attract suspicion.
As a result, students may feel discouraged from engaging too deeply or expressing enthusiasm. The fear of standing out, or being labelled ‘cringe’, risks creating an environment where curiosity and intellectual engagement are suppressed.
In this way, the reluctance to speak in class is not just about confidence or preparation. It reflects a broader cultural shift, where caring too much – or appearing to care – is increasingly avoided.