Parents are their children’s first teachers and their involvement in their education throughout their school years is an imperative which cannot be overstated.
It is a widely known fact that students whose parents are actively involved in their education are more likely to attend school regularly, adapt well to school and excel academically. These students also tend to have better social skills and are more likely to graduate from high school and pursue higher studies.
When there is a breakdown or this relationship is wanting, violent, rebellious and other forms of anti-social behavioural patterns emerge. The recent incidents involving students from Queenstown, Christ Church and the Linden Foundation Secondary Schools serve as a poignant reminder of the disconnection between parents and their teenage children.
Not many would disagree that had their parents been monitoring their behaviour both in and out of school and were firm on the time they should arrive at school and from school to home, there would have been perhaps no room for their unsavoury conduct.
In the case with Linden Foundation Secondary School, it goes without saying that many parents are more reactive than proactive as it had to take a growing problem of indiscipline for them to realise that they had to meet with the teachers on a regular basis.    
What these incidents also strongly point to is the need for parents to not wholly abandon the close relationship they established with their children when they were at the pre-primary and primary levels.
This situation is not unique to Guyana and according to the United States Department of Education, the rate of parent involvement drops to 55 percent by the time children reach age 14, and it continues to drop as children progress through high school.
It is against this backdrop that the move by the Ministry of Education to introduce parents conferences in all schools to discuss the behaviour and performance of learners with the aim of correcting areas of weaknesses is highly commendable.
However, in order for this initiative to realise its objective, the parents of children who really need help must be involved and teachers and head teachers must make a concerted effort to ensure this happens.
The commitment by the Ministry of Education to improve learners’ outcomes and to get parents more involved in their children’s education cannot be questioned and the national parents workshop stands out as a striking example.
Even though, educating parents about the value of education is not a direct role of the ministry, it has taken on the responsibility to enlighten parents in vulnerable communities of the need to ensure that their children attend school and do well.
A sound education is the most important step to elevate the poor out of poverty and in this regard it is encouraging to note that the recent workshop at Uitvlugt, Region Three addressed several critical, related issues including alternative forms of discipline, teenage pregnancy, truancy and HIV/AIDS awareness.
At that forum attention was also drawn to the dress code and unacceptable behaviour of students and parents were schooled on ways they can be welfare officers, social workers and teachers to their children.
They were also encouraged to build the self-esteem of their children by commending them on their achievements, set high standards as parents and be good role models.
These initiatives can hardly be faulted as the task to improve students’ performances and foster conducive and supportive learning environments cannot be accomplished by the Ministry of Education alone but through a partnership approach in which parents are  key stakeholders.
It is also not too late for parents to heed the call made by Education Minister Shaik Baksh to do a few simple things that can make a significant difference in the lives of their children such as getting them to read more and look at the television less, do their homework and be regular and punctual at school.
Often, the problems confronting students come about when there is a communication gap between parents and children and parents in addressing these challenges, need to see their role in educating their children as one that not only includes training and curriculum, but involves the embrace of love, tolerance, honour and respect.