Abstract
Building on Stone’s (2012) identification of policy paradoxes, this study examines the unintended outcomes of China’s 2021 “double reduction” policy, designed to lessen both academic and extracurricular burdens on students.
 A review of policy documents, news articles, and case studies from 2021 to 2022 reveals three significant paradoxes. Firstly, attempts to reduce student workloads inadvertently increase teachers’ burdens. Secondly, efforts to decrease parental spending on private education paradoxically heighten educational anxieties due to increased regulations. Lastly, initiatives aimed at reducing student workload unintentionally intensify entrance examination pressures.
 This research highlights the importance of policymakers understanding the complex dynamics at play and the necessity for continuous policy evaluation and adjustment to address these paradoxes effectively.
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