Nishimura Elementary School in Okinawa Trials AI Journaling App 'muute for school'

Nissay MIRAIQA Co., Ltd. (President and CEO: Genyo Nakahara, hereinafter "the Company") has conducted a trial implementation of the AI journaling application "muute for school" at Kin Elementary School, Yomitan Village, Okinawa Prefecture (hereinafter "Kin Elementary School").

Following the implementation, a post-trial survey revealed that 70.3% of students responded that they "felt personal growth," with numerous responses indicating deeper self-understanding.

Background of Implementation

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In recent years, the widespread use of social media has normalized environments where children are constantly aware of others' evaluations, leading to an increasing number of children who feel they "don't know their true selves." Additionally, with the number of students not attending school reaching record highs (※1), schools are placing greater emphasis on mental health and non-cognitive education.

Against this backdrop, there is growing importance in creating daily environments that nurture children's ability to recognize and articulate their emotions.

Kin Elementary School introduced "muute for school" on a trial basis with the goal of enabling children to regularly reflect inward and express their emotions, without placing significant burdens on teachers.

※1: Summary of Survey Results on Student Behavioral Issues, Non-Attendance, and Other Student Guidance Challenges in FY2024

Implementation Details

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Target: 6th grade students at Kin Elementary School (64 students total)

Period: December 18, 2025 (Thursday) to March 13, 2026 (Friday) (approximately 3 months)

Usage: Utilized during the 5-minute homeroom closing time and at home

Support Provided: Introductory lessons for students (journaling experience) and teacher training sessions

Survey Results (64 respondents)

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Student Feedback (Excerpts from open-ended responses)

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I was able to reflect on myself using muute. (6th grade male)

The best part is that it becomes a personal emotional notebook where I can record events around me and express my feelings. (6th grade male)

Because no one can see it, I could write about many things, which also helped me relieve stress. (6th grade female)

I can vent my frustrations, and no one knows about it. Since there's no reply, I don't have to worry about how to phrase things. I can write freely about what I like, and it's really great. (6th grade female)

Comments from the Teaching Staff

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Kin Elementary School

Yuki Kigara

"Disconnecting on purpose" gave students' autonomy a "boost"

The sense of security from knowing no one can see their entries brought out honesty and metacognition For sixth-grade students, who are at a particularly sensitive age, journaling with muute proved to be a surprisingly compatible activity. The act of typing their thoughts onto a tablet in a secure environment where "no one can see" allowed them to express vague feelings they usually can't voice aloud, or gratitude they feel too shy to say. This became excellent training in metacognition—learning to objectively observe themselves.

The choice to disconnect sparked a desire for real connection muute's concept of "choosing to disconnect in an always-connected world" brought a refreshing change to children who had grown subtly tired from the normalization of social media. Interestingly, after having dedicated time to be alone with their thoughts in a digital space, students began to actively seek out "real connections." They started initiating quality conversations with friends based on what they had written, or proactively sharing their thoughts with teachers—demonstrating a new level of intentional communication.

The moment student ownership in school events received a "boost" The most significant change was observed in students' approach to school events as they approached graduation. For events like the learning presentation and graduation ceremony, students took initiative in designing programs and organizing practice sessions themselves. Their sense of ownership—"let's make this better with our own hands"—dramatically increased. As journaling helped them recognize the value of their own actions, they began clearly expressing their own intentions in response to teacher suggestions, creating a tangible sense of accelerated momentum in their activities.

A positive cycle of growth for both teachers and students through verbalization Through my own daily journaling practice, I experienced increased self-esteem and greater flexibility in lesson planning. Lessons born from teachers' journaling reached students, and student feedback—now more comfortable with verbalization—fed back into improving teaching methods. Even the honest thoughts of students who previously struggled with writing could now be reflected in class, creating a positive cycle of expression across the entire classroom.

Conclusion

Some students have said they want to continue journaling by hand even after entering middle school. I am confident that the experience with muute has become a lifelong treasure—a "mental organizing technique" that will help each child remain their own best understanding companion throughout life.

Future Outlook

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The ability to articulate emotions and understand oneself forms the foundation for academic improvement, interpersonal relationships, and mental well-being. Moving forward, "muute for school" will strengthen collaborations with educational institutions and local governments to deliver journaling experiences to children nationwide, providing opportunities to "discover the unknown self" and realizing a future that supports the emotional growth of every child.

Inquiries Regarding Implementation

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We welcome inquiries and requests for materials from municipalities, boards of education, and school officials.

Contact

muute for school Team, Nissay MIRAIQA Co., Ltd.

Email

support_school@muute.jp

Web

https://muute.jp/school

Note

Feel free to request materials or a demo experience

What is "muute for School"?

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"muute for School" is an educational service designed for schools, where students record their daily emotions and thoughts (journaling) via an app, and AI analyzes and provides feedback to simultaneously support "self-understanding" and "mental health care." It has already been introduced in public and private schools nationwide, contributing to early detection of students' emotional distress that teachers might otherwise miss, and enhancing the quality of reflection in inquiry-based learning.