Understanding the Role of School
It is a great privilege to partner with parents in teaching young people.
Working in a school is unique. We see students learn, laugh, achieve, stumble, recover, build friendships and discover themselves as contributors to their society.
Because of this, schools often become a significant source of support and connection for students and even for their families. And rightly so. For example, at our school, we want every student to feel known, valued, safe and supported. Our teachers, wellbeing staff and leadership team work hard to create an environment where students can thrive academically, socially and emotionally. We see positive personhood as a foundation for successful learning.
Knowing that, it is worth reflecting on both the strengths and the limitations of a school as a resource.
Schools can be many things; places of challenge and encouragement, places of curiosity and connection, and we can often provide guidance, care and a listening ear when things are not going well.
However, schools cannot be everything or do everything, and there’s an important distinction. You see, a school is an educational institution. A place of learning.
We teach. We teach students.
Our core business is teaching and learning. Everything we do ultimately points towards helping students develop knowledge, skills, character and the habits that will serve them well throughout life. While wellbeing is undoubtedly important, no school is a counselling agency, mental health provider or clinical support service.
From time to time, families understandably approach schools seeking assistance with complex emotional, psychological or family challenges. Our people will listen. Our staff will care, and we will always seek to help where we can, knowing that there are professional limits to what a school can provide. We love children and teaching, but we are not psychologists, therapists or clinicians.
Perhaps an analogy helps. A family doctor plays an important role in supporting our health, but when specialist expertise is required, they refer us to someone whose training is specifically designed for that purpose. Schools operate in a similar way. We are often well placed to notice concerns, provide initial support and help connect families with appropriate services. We are an important part of the support network, but we are not a replacement for specialist psychological or counselling care.
When schools and families share a clear understanding of these respective roles, everybody benefits. Schools can focus on delivering excellent teaching and creating supportive learning environments, while families can access specialist assistance when circumstances call for expertise beyond the school gate.
Let’s always work together; staff and parents, for great learning outcomes for our students.