Singapore Parents Want Holistic Education—but Academic Pressure Persists

Singapore parents appear to be broadening their idea of a good education, not abandoning academic achievement. Reporting on the Institute of Policy Studies’ (IPS) 2026 research describes greater emphasis on character, values and social-emotional development alongside continued concern about grades, tuition and children’s futures.5610

What changed—and what did not

IPS surveyed 1,500 Singaporean and permanent-resident parents of children in local primary schools in 2016. Its later research builds on that baseline, but the available material does not establish that the same parents were followed over time. The findings are best read as a comparison of reported parental attitudes, not a record of how each family changed.29

By 2026, parents were placing more weight on holistic development, while academic performance remained an important signal. Parents were also reported to be increasingly anxious about whether their children could keep up. Valuing non-academic growth and worrying about academic outcomes were not mutually exclusive.5610

School choice, the PSLE and DSA

School access was already a concern in the baseline survey: about 28% of parents reported difficulty enrolling their child in a school of their choice. The supplied evidence does not establish a comparable 2026 figure, so it cannot show whether that difficulty became more or less common.15

The Primary School Leaving Examination (PSLE) was another point of tension. Reporting on the earlier study found that more than half of parents opposed postponing high-stakes examinations to a later age; 2026 reporting says parents still considered the PSLE important, even as many wanted reforms to reduce stress and improve fairness.45

Direct School Admission (DSA) offers entry to secondary schools and junior colleges based on strengths that national examinations may not capture.12 That makes it relevant to the discussion of holistic pathways, but the available IPS extracts do not establish how parents’ views of DSA changed between 2016 and 2026.

Tuition rose even as homework time fell

Children reportedly spent less time on homework than a decade earlier but more time in tuition and enrichment. Parents were spending more on those activities despite concerns about excessive participation; peer pressure was among the reasons cited.7 The pattern helps explain why reduced schoolwork need not translate into less pressure outside school.7

Parental stress was not new: in the baseline survey, 70.8% said helping their children with school tests and examinations caused stress or anxiety.4 The later reporting points to greater worry about children’s future prospects and their ability to keep up academically.510

The challenge for reform

Taken together, the findings suggest a practical challenge: parents may support holistic development yet hesitate to ease academic preparation if they believe school places or future opportunities remain at stake.567 Making alternative strengths count credibly, while addressing the perceived stakes of examinations and competition, is an implication of the evidence—not a specific recommendation that can be attributed to IPS researchers from the supplied extracts.51218