Not really. They preffer to be part of the big group instead of being individuals. Individualism doesn't exist in Japan. Heres an interesting article for you:

A clear social impact of Japanese system of schooling is that children learn responsibility and group-harmony early in their lives. To expand upon this sense of responsibility, children are offered moral education classes and forced to solve their own disputes. The standard schedules usually involve emphasis on Japanese, arithmetic, science, social studies, and physical education. Within the schools themselves, children incorporate a sense of kohai and senpai on the first day of school because sixth grade-students act as older siblings to the first graders, giving them guidance and advice. Additionally, there is an early emphasis on deep understanding of the subjects that is reinforced by the teachers' patience and devotion to ?mastery learning,? which consists of repeating lessons as needed so that children can understand concepts intuitively.

Children are also divided into han, or working groups, which serve as chore-groups as well as learning groups. For example, certain han are assigned to cleaning up the classroom and others are assigned to serving lunch, with a rotation implemented. The leaders of the han are referred to as hancho and are responsible for acting as a teacher's apprentice and reporting the han's status to the class. Other forms of student leaders are the toban, or the class leaders responsible for mediating problems amongst the students, and the ?teaching children? called oshiego. One result of using student groups and leaders is that children are taught about social harmony on a micro-scale, as they must maintain peace amongst their core-group of peers. In fact, the class itself is viewed as a new type of family with its own kafu or rules of the house. This view of the school greatly assists education of social accord . Another impact is that children learn better by receiving individual focus from the oshiego and the oshiego also learns better because, through teaching, he develops his understanding of the material on a deeper level.
Teachers often govern their classrooms differently; however, two prevailing systems of government are kyoshitu okoku (classroom kingdom) and ?vertical equality.? In the kyoshitu okoku system, children are treated as equals and often have difficult tasks hidden from them in order to prevent any overwhelming vertical stratification from forming. The vertical equality system involves the teacher working directly with each student to make the student more well rounded, while still promoting greater class harmony . The social implications are intuitively present as the classroom is treated as a microcosm relative to overall Japanese society and the children thus learn the valued asset of understanding harmony and hierarchy. Japanese children respond to these systems by being better behaved. One explanation offered for the greater number of well-behaved children in Japanese schools is that children are taught that a person can be good and happy, while in Western schools obedience is often associated with boredom and stagnation