At the age of 18, I embarked on a gap year in America when modern technology was not as developed as it is now. For 10 months, I had minimal contact with my parents, communicating only intermittently through letters. In my teenage years, my parents were not particularly involved in my life, apart from the occasional school meeting. Parental engagement today seems to have intensified to a whole new level, with parents feeling judged by their children’s achievements right from birth. The pressure to conform to the "right" sleeping and feeding routines of newborns, the number of words and numeracy skills their toddlers possess, their children’s range of extra-curricular activities, school, and university choice can be overwhelming. Parents today often appear unconfident in their abilities as well as their children’s instincts.
Despite the government’s promises to support, they seem to be piling on the pressure, which serves to uphold the belief that education reforms are necessary. The government idolizes education systems such as that of Finland and Singapore, yet they differentiate themselves dramatically from these education systems. The introduction of the English baccalaureate (Ebacc) is a particularly contentious point. Although it promises to provide schools with an alternative league table system, some schools are prioritizing it over other subjects, forcing students to study them against their wishes. Some fear that this prioritization of certain subjects could spell the demise of other subjects such as RE, creative arts, and music and lead to redundancies.
Professional organizations and grammar school heads are predicting the possible detrimental consequences of the emphasis on Ebacc, which includes a reduced A-level offer. However, some schools such as the Archbishop Sentamu academy in Hull have developed their own broad baccalaureate options, which include diverse subjects, catering to a more inclusive cross-section of students. Other schools such as the West London Free School have headteachers who believe that their curriculum may not be suitable for all students. This approach may not instill confidence in parents when choosing appropriate schools for their children.
It is possible to provide a broader measure of school accountability that recognizes the diverse strengths of different schools as well as providing a range of high-quality educational options to cater to students’ needs and interests.
Parents need to worry less, yet current government policies appear to increase pressure on them, rather than alleviate any concerns. A change in leadership is necessary to shift the focus of the education system to one that values diversity and inclusion, promotes students’ growth and development, and fosters community engagement.
