Online education and junior tennis: freedom, focus, and a quiet cost
A recent study in Epidemiology (https://www.nytimes.com/2025/12/08/health/school-closures-mental-health.html) has once again highlighted the detrimental effects of shutdowns and online learning on children's emotional and mental health. This finding is not surprising, as both parents and students have expressed dissatisfaction with remote learning environments. Despite this consensus, a new trend has emerged since the COVID-19 pandemic: the rapid growth of online schooling for tennis players and other athletes.
Parents and their junior athletes believe that playing several hours a day instead of after school will accelerate their progress in the sport while still allowing room for academics. As a parent of a competitive tennis player who attends a 'regular' school, I've noticed that most advanced junior players are in online school rather than physical buildings. I often bond with other parents whose kids remain in regular school, as we are a dwindling species.
ICL Academy, the largest online school for tennis players, has seen a 4300% increase in enrollment since 2020, with a strong rise among competitive student-athletes. The school serves approximately 532 competitive tennis players from across the US and around the world. According to Dayton Hansen, COO of ICL, the growth is driven by families seeking a model that allows their children to excel academically without compromising training, competition schedules, mental health, or long-term development.
However, socialization in an online school environment is a concern. Hansen emphasizes that socialization is a core component of their program design, with a strong emphasis on in-person interaction whenever possible. They bring students together for tournaments and events, fostering a sense of community.
Tristan Stratton, a 16-year-old preternaturally gifted tennis player, is enrolled at ICL and finds it a good fit. His mother, Meg Stratton, acknowledges the decision to enroll him in online school was not made lightly, considering the travel and logistics of his national and international tournaments. She finds him more focused and relieved from the frenetic schedule.
Laura Lafors, a parent of an online-schooled child, shares a similar experience. Her 17-year-old son, Cole, moved to the Laurel Spring online school as his junior year approached. With two years of high school experience, Cole felt the move was right, as it provided more time for tennis training and flexibility for tournament travel.
The gold standard for online schooling in the tennis community is Dwight Global Online School, an offshoot of the Dwight School in Manhattan. Dwight Global offers a combination of online and optional in-person activities, making it ideal for those in the New York City area. However, it comes with a higher price tag than ICL and other online schools.
Blake Spahn, vice chancellor of the Dwight Schools, attributes the school's success to its 14-year head start, deep institutional learning, and continuous refinement. They offer a high-touch online education, delivering academic rigor, personalization, and student support that rivals top brick-and-mortar schools, while providing flexibility.
Spahn also highlights the in-person activities available to online students, such as orientation, Steam weekends, music concerts, Model UN, and more. He notes that many tennis players engage in these activities, attending events like orientation, after-school activities, and almost all in-person graduations and proms.
While most kids and parents are pleased with online schooling, some parents prefer not to be named and express their children's misery with the online setup. One New Jersey mother believes that hitting tennis balls and staring at a screen all day stunts emotional and mental growth.
From my perspective, two groups of kids thrive in online schooling: super high-performing, top-ranked kids who travel frequently, and those who struggle with social adjustment in regular schools due to bullying or emotional concerns.
Mary Beth Finegan, clinical director of New York Sports and Performance Psychology, acknowledges the benefits of online learning for student-athletes, including reduced time management stress and flexibility. However, she emphasizes that in-person interactions foster better social skills and nonverbal communication.
The surge in online schooling among athletes coincides with a rise in young athletes who 'reclass' to gain an advantage for college and professional sports, particularly in tennis. The emotional and mental pressure in tennis far surpasses other sports, making it a torturous endeavor for parents and children alike.
Despite the challenges, the cliches about tennis building character and preparing kids for adversity are true. Parents must be brutally honest with themselves and their children about the slim chances of becoming a professional tennis player or gaining admission to a high-level Division I college. The goal of online schooling should be to provide opportunities and advantages while also showing that life isn't fair and obstacles will always be present.
