Schools are working harder than ever to support their families

Earlier this month Odgers Berndtson (Middle East) hosted an online discussion for school leaders to share their experiences of migrating to online learning. Before the event, participants shared ‘what’s on their minds’ in order that we could use our time focusing on the pertinent issues of the day. Interestingly, the responses didn’t prioritise technology or curriculum - over 80% of the respondents referenced some element of the parent/school relationship in the first bullet point outlining their concerns. From that session and from my many other recent conversations, it is clear that the parent/school relationship is a hot topic right now. This is not only driven by the need to collect fees – it is largely driven by increased visibility all around.

From the school side, for the first-time, teachers’ lessons are livestreamed into family homes all over the world. For any self-respecting teacher that is a daunting prospect as their work can be scrutinised by any armchair expert. Happily, the majority of schools report that this has been a net reputational gain as parents become aware of the skill, planning, care and attention that goes into most of the lessons most of the time. Many parents are impressed, and the content-but-normally-silent majority of parents are increasingly vocalising support for schools and their deft management of a difficult situation. Nevertheless, teachers often fret over the one unreasonably negative comment from a parent and overlook the many positive things that are said.

From the parents’ side, families are more visible to schools as well. Some families have a set-up that allows for a smooth transition into this world of home learning. Perhaps they have one parent who doesn’t work; there are enough iPads and laptops to go around; the internet connection is good; the spacious garden allows for an inquiry-based learning to continue and inside the house children have a space to work and a door to close when their sibling is annoying them. Other families are not having such an easy time of it given wage reduction; job insecurity; rising anxiety and perhaps a lack of confidence around formal education following parents’ own bad experience of school. It is a stressful time and schools have a window into that stress like never before. It is polarising, overwhelming and some parents are venting their frustrations at schools. All in all, schools are spending more time than ever managing the parent/school relationship. Expect that trend to continue.

When the negative comment comes in from a parent the school leaders need to look beyond it to see the cause of the problem. Is it that the parent doesn’t understand the curriculum and feels ill-equipped to help their child? Is it simply a build-up of stress at home? Is it financial insecurity? Crucially, what can the school do to support them from arms-length?

Schools have always played an important role supporting vulnerable families, but schools today are supporting more families in more ways. Get it right, and the school will be even more central to their community. Get it wrong, and the gap between advantaged and disadvantaged pupils will widen.

Pastoral care of the child is extending to pastoral care for the family. Mental health and well-being have been high on the agenda in good schools for a long time. That trend will grow as parent/school ties deepen and schools play an enlarged role to support pupils – and their families – in these uncertain times. My hope is that after the fallout from Covid-19, schools maintain the human and financial resources to fulfil this new enhanced role.