In my experience as a guidance counselor, I have observed the stark realities of parent-school relationships.
There are schools with very organized parent organizations aligned with the institution’s mission. Continuous communication and interaction between school administrators and parent organizations result in a dynamic community.
In situations where the sense of community is lacking, school administrators could only hope for parents to participate in parent-teacher conferences or school-initiated talks for parents. Despite the good intention of the school, what could be not right in these instances? What is the missing link? Where are the parents?
Let us look into the situation from different perspectives: as a parent, as an educator, and as a parenting resource person.
As a parent
Parent conferences are usually sent as formal circulars, and we indicate whether we can attend. Other schools send out text messages or call the parents themselves. However, we are not held accountable. We may opt to skip out on these events entirely. So when we look at the circular and the topic seems serious and boring, we opt out. There doesn’t seem to be a big push for us to attend anyway.
As an educator
Of course, we want parents to attend these talks and conferences. Bringing them in for counseling to find ways to help their children can get tiring. Equipping them with appropriate mindset and the right skills to help raise their children is more proactive. Parent programs are part of the school’s calendar. So when parents don’t show up, it is frustrating. We can only do so much specially with all the changes that sociology and technology has wrought upon us.
As a parenting resource person
As I have been speaking in parenting education sessions for some time now, I have observed varied setups and culture in schools. Some invite me as they believe in the expertise I can share. Others deem my work as akin to ministry and are not so willingly open that what I share is worth the investment.
There are also differences in how the programs are executed; some are engaged and welcoming, others stiff and formal. There are schools that work closely with parent groups for these sessions, involving them every step of the way, resulting in better attendance and engagement.
Bringing in the parent
Beyond being a requirement, what programs do schools have to bring in the parents? A lot of institutions espouse a home-school partnership. But how are they transposing this to communicable action steps which could make a difference in the formation of the child as well as the families.
At Rex Bookstore’s Annual Educators’ Congress, I several questions among educators. How are educational institutions engaging parents? What is your main motivation for doing parenting formation? Is it because it is a requirement to be fulfilled or is it because you want to build relationships?
When these questions are answered, then perhaps we can begin to work on the gap in the family-school collaboration in the development of the whole child.
Here are some photographs from Rex Bookstore’s Annual Educator’s Congress:
