This book challenges conventional metrics for evaluating educational institutions by centering the lived experiences of European and East Asian teenagers. It argues that the daily treatment of students within schools profoundly shapes their perceptions of fairness and society, often more so than academic achievement disparities. The research draws upon the views of teenagers to propose a reevaluation of the purpose and assessment of schools.

The book is positioned as a critical examination of educational systems, drawing on direct feedback from teenagers to question established evaluation criteria. Its focus on student experience suggests an approach that prioritizes social and ethical development alongside academic outcomes. The authority perspective likely emphasizes the sociological implications of schooling and the importance of student voice in policy discussions.