The Era of "Idol Clubs" in Schools: The Joy of Support, the Risks Faced by Minors, and the Future

1. Why "School Idol Clubs" Become "News"

Traditionally, school clubs in Japan have been dominated by baseball, brass band, light music, and dance clubs. However, in recent years, clubs and courses that openly embrace "idols" have emerged, becoming a nationwide topic of discussion. A symbolic example is the report that a high school in Nagano Prefecture will establish an "Idol Club" next year with the aim of "professional idol training." The involvement of external dance school instructors in coaching, and the expectation of activities beyond typical club boundaries, such as live performances, media appearances, and music production, have garnered attention. TV Asahi NEWS+2ABEMA TIMES+2

Furthermore, in the same Nagano Prefecture, there are school-sanctioned groups actively participating, and schools are seen preparing environments as "receptacles for dreams." The school's website clearly states the intention of engaging in idol activities during school years to acquire skills that are difficult to learn through lessons alone, and it also indicates collaboration with external entertainment companies. Saku Chosei Junior and Senior High School

This phenomenon becomes news not just because it is unusual. While schools have the responsibility to protect children as "places of education," idols inherently possess aspects of being "viewed, evaluated, and consumed." When minors are involved, the same level of enthusiasm for support demands a design for risk management.

2. Explaining "Japanese Club Activities" and "Idol Culture" to the World

For overseas readers, Japan's "club activities" might appear unique. Students practice consistently after school and on holidays, aiming for competitions and presentations. The supervising teacher often acts as the person in charge, positioning it as part of the school's educational activities.

On the other hand, Japanese "idols" are a culture that is established not only through singing and dancing skills but also through relationships with fans, narrative elements, and the growth process itself. The ways of supporting (so-called "oshi-katsu") are multilayered, including attending live events, purchasing merchandise, and spreading on social media, with strong dynamics in fan communities.

When these two are connected within a school,

• Consideration for safety as an educational activity

• Exposure, revenue, and evaluation as a business
  are likely to occur simultaneously. This presents a new complexity in "school idols."

3. Why Schools Are Now Embracing "Idols"

There are multiple factors behind schools institutionalizing idol activities.

(1) The Era of SNS Has Made "Broadcasting" a Premise

The flow of broadcasting activities through videos and photos, being seen, and receiving support has become commonplace. Especially for regional schools, visualizing activities also leads to promoting the school's appeal.

(2) Connection with "Expression Education" and "Career Education"

Idol activities actually include many practical skills such as dance, singing, MC, planning, public relations, video production, costumes and makeup, and fan communication. Schools and stakeholders find it easier to organize these as "learning that lives on in the future."

(3) The Context of Declining Birthrate, School Publicity, and Regional Revitalization

As the need for schools to highlight their uniqueness increases, the enhancement of expressive fields may be emphasized, similar to designated strong clubs (such as sports scholarships). There are reports of clubs being established as "enhanced clubs." FNN Prime Online

4. The Joy of Being Supported Felt by Current Students

Reports introduce the context where active students express that "the days of being supported are incredibly fun." TV Asahi NEWS+1
This feeling is slightly different from the sense of achievement in club activities. It becomes a direct joy when someone "discovers" one's existence, not just winning or scoring points.

There is definite value here.

• The ability to express oneself in front of others

• The ability to create a single work as a team

• Continuous practice and self-management

• Resilience to use failures as a stepping stone

However, this "support" is not always warm. As attention increases, so do criticism, ridicule, and excessive proximity. Therefore, a mechanism to protect the "fun" is necessary.

5. Where Do the "Risks" Lie According to Former Idols?

The focus of the current discussion is the risk of minors engaging in activities. TV Asahi NEWS+1
The risks can be broadly categorized into the following six areas.

Risk ①: Time and Health (Academics, Sleep, Injuries)

Idol activities involve not only practice but also travel, rehearsals, filming, and SNS updates, which are "invisible work." Balancing with academics directly leads to sleep deprivation and chronic fatigue.

Moreover, the fact that events tend to end late at night is also a challenge. Legally, night work (10 PM to 5 AM) for those under 18 is generally prohibited. Prefectural Labor Bureau+1
However, there is also a note that whether entertainment activities qualify as "labor" can vary by case, leading to examples where agencies and broadcasters voluntarily set time limits. NPO ACE for Business and Human Rights Solutions
If schools are involved, a standard of "not disrupting children's lives" is necessary, not just "as long as it doesn't violate the law."

Risk ②: SNS and Fan Proximity (Defamation, Stalking)

The biggest feature of school idols is thatthe activity base is "school."Even fragmentary information about the region, uniforms, and commuting routes increases the risk of personal identification. Defamation is also more likely to occur.

Risk ③: Management of Personal Information and Portraits (Filming and Dissemination)

Filming and publishing can be problematic even in school events. The Ministry of Education, Culture, Sports, Science and Technology states that when disclosing students' personal information, it should be based on the consent of the individual and guardians and kept to the minimum necessary. Ministry of Education, Culture, Sports, Science and Technology
Since idol activities are "premised on being public," ambiguity here can lead to trouble.

Risk ④: Contracts, Revenue, and Rights (Who Decides and Who Owns)

In typical club activities, revenue is rarely involved. However, in idols, tickets, merchandise, streaming, sponsorship, and music rights are involved.

If it proceeds ambiguously as "educational activity" or "entertainment,"

• Is there compensation (if so, who manages it)

• Is revenue distribution transparent

• Who owns the rights to music and videos
  can easily become unclear.

Risk ⑤: Mental Safety (Pressure of Evaluation, Scandals, Self-Denial)

A world evaluated by numbers (views, followers, attendance) can nurture self-esteem or destroy it. Minors are especially susceptible to influence. Schools need to institutionalize a consultation system and "freedom to step down."

Risk ⑥: Scope of School Responsibility (Accidents, Harassment, External Instructors)

When external instructors or companies are involved, not only the quality of guidance but also harassment prevention, communication systems, and supervisory responsibility are questioned. If schools delegate everything to "external parties," the students who should be most protected are left in limbo.

6. What Does It Mean for "Schools to Back Up"?

The report presents the point of "how schools should proceed to back up safety." TV Asahi NEWS+2ABEMA TIMES+2
The important point here is that the involvement of schools itself does not serve as a "get-out-of-jail-free card." Rather, if schools are involved, the standards are raised.

School backup involves implementing "systems" such as the following.

• Standardizing the method of obtaining parental consent(explaining activity content, scope of disclosure, handling of revenue)

• Establishing rules for the disclosure of personal information(scope of filming, handling of uniforms and school names, prohibition of location information)

• Setting limits on performance and travel times(weekdays, holidays, return times, restrictions on continuous operation)

• Diversifying consultation windows(not only advisors but also school nurses, counselors, third parties)

• Ensuring transparency in contracts with external parties(scope of responsibility, harassment response, revenue and rights)

• Clarifying the right to quit and the right to rest(no disadvantage for stepping down due to career or personal reasons)

In short, it is essential to create a "breakwater" for when popularity arises before it actually does.

7. What Does It Mean to Establish "Idol Clubs as Education"?

Whether school idols have a future depends on whether they make sense as "education." Here, I would like to propose a "blueprint" for establishing them as education.

① Focus on "Learning Acquisition" Rather Than "Producing Professionals"

There is no need to deny professional aspirations. However, the highest purpose that schools should uphold is the learning and growth of students. If numbers or debuts become KPIs, minors' lives are easily subordinated.