With increasing success from new programs on reflection, longevity, and personalized learning, Stanford leaders concluded that the arbitrary definition of progress based on the calendar year and students’ ages was driving the “get through” mentality, and simply outdated. In the early 2010s, multiple pilots were launched with the express intent of curbing Duck Syndrome and building students’ resilience. This syndrome, with complete disregard for mental health, was not only accepted, but expected to affect all students. Linguistic historians determined that, pre-2019, it was used to characterize the appearance of sun-soaked, laid-back ease while Stanford students were actually paddling furiously below the surface to keep up. Unlike today, Duck Syndrome used to be a pejorative term.
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