Introduction
Yong Zhao’s article, What works may hurt: Side effects in education (2017), presents a compelling critique of the education system’s neglect of side effects when adopting new policies and practices. Drawing parallels with medical research’s rigorous evaluation of both intended and unintended outcomes, Zhao argues for a paradigm shift in educational research. He advocates for studying side effects alongside effectiveness to create a more balanced, evidence-driven approach. This review delves into Zhao’s arguments and evaluates their application in three key areas: competency-based education, America’s obsession with test-based accountability, and the broader call for a culture of side effect awareness.
