Opinion: Strong communication with parents a key to school success

I always wanted to be a teacher because I saw the power of education from an early age. My father was one of 12 children, and didn’t know the difference between “to,” “too” and “two,” but despite (or perhaps because) of that, he always encouraged me to learn. His example ultimately drove me to abandon law school for a doctorate in education, and I’ve never looked back.

After a decade as a classroom teacher and another decade as a principal, I’ve seen firsthand how education isn’t just our most powerful tool of upward mobility; it’s the foundation of our democracy. But maximizing its potential requires that administrators, teachers and parents work together for the sake of our students. 

All three of these groups need to ask themselves the core question: What is education for? I strongly believe that the answer is giving students the tools to facilitate their curiosity and grow into informed, adaptable and respectful members of society. The more we focus on that goal, the better we’ll all serve the students who depend on us.

For administrators, that means creating a work environment where everyone feels comfortable speaking up and confident that they will be given a fair hearing. That responsiveness isn’t just internal, though; it’s important for schools to be responsive to parents by establishing clear lines of communication and following up with them quickly. Parents should take an active role in their children’s education, and schools should reinforce that behavior however we can.

For teachers, it’s about creating a welcoming classroom environment, which is why the first two weeks of school are devoted to social-emotional learning and belonging. Our kids come from a wide variety of backgrounds, and the more teachers can meet them where they are, the more likely it is that students will succeed academically and socially. Students who can regulate their emotions, think through problems logically, and treat peers and teachers with respect are better prepared for life inside and outside the classroom.

The process doesn’t end after two weeks, however. Teachers at Carlton Oaks School in Santee, where I am principal, send parents regular updates on their child’s progress, which keeps them informed while establishing a two-way street of information sharing. If something is going on at home, it’s easier for a parent to reach out to a teacher who has already demonstrated an openness to dialogue.

For parents, the name of the game is forthrightness. Schools have excellent resources to help students with a variety of challenges, but we can’t assist if we aren’t aware. Undercommunication is a much bigger problem than overcommunication; if your child has an issue that’s affecting his performance at or attitude toward school, let us know! In response to parent-reported needs, for example, our school established a “care closet” containing food, clothes and hygiene products for students to use privately and free of charge — a simple enough intervention that has nevertheless made a material improvement for many of our families.

The issue of chronic absenteeism, which has plagued schools in California and across the country since the COVID pandemic, exemplifies how teachers, parents and administrators can collaborate to facilitate education. Much of the problem is driven by novel mental health challenges to which school systems are still adapting.

At Carlton Oaks, we established an attendance team that meets with chronically absent students one-on-one to build individually tailored frameworks to support attendance. For some students, that means walking them in from the parking lot; for others, it might mean starting the day with younger students with whom they feel more comfortable or attending weekly sessions with our school counselors. No matter the intervention, though, the team involves parents at every step.

The results? A 33% year-over-year drop in the chronic absenteeism rate, and a remarkable 70% drop in the rate of out-of-school suspensions.

But the gains aren’t only realized in numbers. From rookie teachers eager to meet their first class to veteran educators excited to implement new procedures in their third decade in the classroom, the optimism on their faces inspires me as much as it did when I started teaching 20 years ago.

As we prepare for the school year to start, I can’t wait to work alongside the administrators, teachers, and parents who comprise our school community. We’re all here for the students, and we’re all here to help.

Han, Ed.D., is the principal of Carlton Oaks School in Santee and lives in Mission Hills.