In these later years, I have spent a lot of time evaluating the course of my life and have often wondered, "What intervention, taken at the right time, what kind of program, might have significantly changed my life so that it would have turned out 'better'?" Not that my life was or is terrible. It wasn't; it isn't. But one wonders...
What I lacked at age 18 was maturity. Four years in college, two years in the domestic Peace Corps; a couple of years of graduate school helped enormously by giving me time to grow up some. My entry into the real world was delayed by 8 years. Finally, at age 26, i landed a responsible professional job, had an apartment and was living a more or less normal life.
The next 40 years were a bumpy ride -- there were some peak periods and several long ditches.
Could school (at any time from K to 17) have taught me what I apparently had not learned very well on my own? Such as...
how to conduct a satisfactory sex life?
how to work constructively in very volatile political settings?
how to understand the nature of (my own) mental health and mental illness?
how to effectively pursue life plans...
I've been around long enough to know these are common problems. Many people have chaotic sex and family lives because they don't know the basics of relationships (among other things). Community groups often come together to address important issues, and find their efforts disrupted by intense conflict over ends and means. People experience intense anger, loneliness, fear, alienation, confusion, etc. -- even actual depression -- without having enough self-knowledge to see that their functioning is failing. Millions (billions?) of people can not maintain long term plans (like... 5 to 10 years) to achieve desirable and practical goals.
Having these good features adds up to being effective persons. Let's say that 60% to 70% of the population consists of at least effective people, including many who are highly effective. Still, that's 30% to 40% of the population that flounders about ineffectively. COULD SOMETHING HAVE BEEN DONE TO IMPROVE THEIR PERFORMANCE?
Maybe not. Skills are at least somewhat normally distributed. The largest group of people are going to be reasonably effective; smaller groups are going to be very effective, and some are going to be ineffective to very ineffective. The distribution is probably skewed in favor of "ineffective".
Can we suppose that everybody can be a big success? No, we can not. There are too many variables in intelligence, background (race, class, sex, physical health / physical handicap, wealth / poverty, etc.) birth order, # of siblings, family health or disorganization, quality of communities and schools, genetics, disinvestments, and so forth. If children reach K or 1st grade with significant deficits, it is almost a certainty that the child will either overcome them himself, or will suffer negative outcomes. Children can not be started over under better circumstances.
IF in the United States, 30% to 40% of the 56.6 million children in school (K-12) have significant life-skill deficits, those 16.8 million to 22.4 million children are too numerous to provide provide remediation--assuming we knew what effective remediation looked like.
I think a certain level of individual failure in life is inevitable--more inevitable now than in the past when the technical demands of work, play, learning, etc. contained more -- and simpler -- options.