Education Story

The 'Cool Dropout' Wave Among First-Year High Schoolers and the Dark Shadow of the College Entrance System

In the summer of 2026, a shocking phenomenon shaking the Korean education system emerged as a social controversy. The neologism 'cool dropout' is rapidly spreading among first-year high school students. This refers to the cold decision to immediately quit school if one receives lower-than-expected grades on midterms or the first mock exam. KBS's special report [Issue] broadcast on July 4, 2026, titled 'The Current Situation of First-Year High Schoolers, Over 10,000 Have Already Quit School, 'Cool Dropout' If Midterms Are Ruined... The Reality of Public Education,' highlighted this issue, warning of a fundamental crisis in the public education system. For the first time ever, the number of first-year high school students who dropped out of general high schools in the previous year (2025 academic year) exceeded 10,000. This is not just a basic statistic, but symbolizes the desperate reality of young people created by the extreme competition of college entrance exams and changes in the system.

Severity of the Phenomenon Revealed by Statistics

The increase in the number of first-year high school dropouts has been steep in recent years. From approximately 6,330 in 2021, it steadily rose to 9,646 in 2023 and 9,847 in 2024, then surged to 10,450 in the 2025 academic year. Among the total of approximately 18,661 dropouts from 1,703 general high schools nationwide, first-year students account for 56%. This figure has nearly doubled in five years, which education experts describe as unprecedented.

In the past, the main reasons for dropping out were maladjustment to school life, family circumstances, overseas emigration, and health problems. However, it is different now. Many students leave school within a few months of enrollment as an 'admission strategy.' There is a growing number of cases where students decide to drop out immediately after the March mock exam, or switch to preparing for the GED as soon as their midterm grades in one subject are poor. In student communities, the phrase 'If I mess up the first test, I'll coolly drop out' is openly exchanged. Some aim for a favorable college admission by re-enrolling to reset their GPA (internal grades) and build a new student record. This atmosphere, where dropping out is considered a 'rational choice,' is shaking the very essence of public education.

Introduction of the 5-Grade System: Intended Easing and Unforeseen Paradox

The most direct catalyst for the current phenomenon is the 5-grade internal evaluation system applied to first-year high school students starting in the 2025 academic year. The Ministry of Education emphasized that by reducing the existing 9-grade system to a 5-grade system, it would "alleviate students' competitive burden and return to the original purpose of education." Indeed, with the 1st grade range expanding from the top 4% to 10%, and the 2nd grade expanding to 34%, the grade intervals themselves seemed to be relaxed. However, in reality, a serious counter-effect of lost differentiation emerged.

Top-tier students suffer from the anxiety that "if they don't get at least one Grade 1, it's almost impossible to get into a major university in Seoul." Under the 9-grade system, sufficient differentiation was possible with fine grade differences, but under the 5-grade system, grades are divided by one or two points, and competition among top-tier students has become even fiercer. Even teachers advise students to "maintain Grade 1 status." As the burden of performance evaluations and student records (Saenggibu) management increased, "strategic dropouts" who give up on school early if they feel their grades are unfavorable have increased. Lim Seong-ho, CEO of Jongno Academy, an admissions expert, analyzed, "The easing of grades has rather increased the psychological pressure on top-tier students."

While this system ostensibly emphasizes fairness, in reality, it has confined students to a narrower framework. The growing sense of relative deprivation felt when failing to achieve a top grade leads to extreme thoughts like, 'Let's just start over from the beginning.'

고교학점제와 수행평가의 이중 압박

The high school credit system, introduced in parallel with the 5-grade system, also had a significant impact. This system, where students choose subjects according to their career paths and accumulate credits like in university, aimed for "customized education." However, the freedom of choice was greatly limited as "core and healthy subjects" designated by universities virtually acted as prerequisites. First-year high school students feel pressured to decide on a career path even though they haven't clearly defined their dreams yet. They try to choose subjects that are easy to get good grades in, but this becomes another source of stress.

Performance evaluations are process-oriented assessments, not rote memorization, requiring projects, presentations, and experiential activities. Students complain, “It’s already overwhelming just studying, and now we have to prepare for activities too.” This leads to an excessive burden outside of study hours and an overall increase in fatigue. While the high school credit system emphasizes autonomy, it paradoxically functions as a mechanism that forces students into more detailed management and competition within the larger framework of college admissions.

The vivid voices of students, parents, and teachers

On-site testimonies further illustrate the problems with the system. A first-year high school student said, “The 5-grade system and the witness system (3-year system) are new, so it’s very confusing. I wish adults would understand our reality.” Parents express anxiety, saying, “If their child falters even slightly in the first exam, they consider dropping out.” Teachers also complain that “managing internal grades and guiding performance evaluations are overly burdensome.”

This phenomenon is not limited to a specific social class. It is spreading across general high schools, and even traditional prestigious private schools are experiencing a shortage of applicants. Conversely, there is a growing polarization of choices, with an increase in applications to foreign language high schools and international high schools. The integrated Suneung changes, which will be applied starting in the 2028 academic year, are also influencing this trend.

Social and long-term implications and the future of public education

The 'cool dropout' phenomenon reveals a problem for society as a whole, beyond individual choice. It can lead to the abandonment of learning rights during adolescence, worsening mental health, deepening educational inequality, and the potential loss of national human resources. If public education is reduced to merely a tool for university entrance exams, the inherent role of education to foster creativity and diversity will be weakened. The reform of the system to alleviate competition ironically exemplifies a 'zero-sum game' that creates new forms of competition.

Educational authorities should not view this problem merely through statistics but must devise fundamental solutions. Alleviating the burden of performance evaluations, strengthening the objectivity of student record evaluations, appropriately restoring the discriminatory power of internal grades, and expanding career exploration programs are urgent. Furthermore, true restoration of public education's credibility will only be possible if the hierarchy of the university entrance examination structure is eased and access to higher education is improved concurrently.

The desperate voices of students echo through society. “Understand our reality properly and create a proper system.” In 2026, South Korea's public education stands at a critical crossroads. Whether the system can turn students' despair into hope, or produce more 'cool dropouts,' depends on future policy choices and social consensus. This issue goes beyond education; it is a core task that determines the competitiveness and well-being of South Korea's future generations. Continuous monitoring and flexible institutional improvements are urgently needed.