Parental Apathy - Case Study Example

The principle strongly discourages Mrs. Rose from pursuing increased parent involvement in the school, citing that he is contented with the current state of affairs at the school. After lengthy persuasion, with ambivalent, the principle agreed to have a meeting with the parents under two conditions; that there would be no PTA but allow the parents to form an advisory committee. Even with one week’s notice to the meeting, sent home with the students, only eight parents attended. Due to poor turnout, the principle contemplated on cancelling the meeting.

Schools present our children with an opportunity to acquire knowledge and learn new things. Not only are the lessons taught in a school geared towards professional excellence, they also aim at making children good and responsible people in the society. While teachers hold the role and responsibility of instilling knowledge in the children, they also ensure that students become morally upright people. However, teachers at times fail to observe this essential role of their job. Therefore, there is every need to keep such teachers in check.

Although principles have the mandate to do this, sometimes they too could disregard their duties, leaving incompetent teachers work in their institutions. This reality necessitates the inclusion of the parents in their children’s learning activities through involvement parental programs (Gorton, Alston, and Petra 331-332). Parents should thus be part of their children’s learning process. The community should also take part in ensuring that children receive the best education, be it academic or otherwise.

Having a sound home-school partnership is the best way of achieving this objective. There is every need therefore for the schools to bring on board parents and the community in the learning process of their children. The school’s management should ensure that there exists a good relationship between the parents and the school. Gradually, parents have become lesser involved in schools and their children’s learning process, a factor that has reduced cohesion between these two parties. In the past, parents took part in their children’s learning process.

They found time to take part in different meetings happening in the learning institutions. Parents can understand this role if communicated by a district leader, rather than a school assistant principle. This is because of the culture of ignorance established by the parenting community. Moreover, people trend to honour authority more than management. This explains the reason why, even with a week’s notice top the meeting given to the parents, only eight of them attended. This describes high ignorance levels among the parents in our society.

A district leader should thus intervene in such situations to ensure that parents actively take part in their children’s learning process (Gorton, Alston, and Petra 331-332). A district leader acts as a link between families and the community members and at times between the community and the school. For a long time, the relationship between the community and learning institutions has considerably worsened. Because of this, parents forgot their role of ensuring that their children received the best form of education and training.

A child cannot learn in school alone; the community is also part of the areas where a child can acquire education. Since families exist in a community where there is a high