There’s a huge gap in children’s overall performance when parents get involved at schools vs. do not.

On the fist half of my primary education years, I lived with my parents in General Santos City and I couldn’t remember an instance either of my mama or papa attended a meeting or checked on me at school. Perhaps why I cared less as well on my absences in class or should I tell them about whether my day was terrific or horrific. I did cut classes opting to stay at the nearest malls since 2nd grade and they wouldn’t even notice! How was that?

But when my father passed away summer of my moving to fourth Grade, my paternal grandmother decided I stay in Iloilo under her care for good. Then on, my life changed 360 degrees, especially at school. My lola was a community leader, specifically active in church services and was greatly respected in Gran Plains Subdivision and the whole barangay. She attended every single PTA meeting and activity that required parents participation and it was like I had all eyes on me and every detail reported to her before I knew it.

It felt strange at first but it transcended to me being challenged to equal her efforts and that I became more polite, more diligent, persevering and unintentionally competitive in both academics and co-curricular aspects. It always made me feel good seeing my lola entering the school gate as if I could shout, “Hey, here comes my rock and sun!” From the last section in first to thirds grade, I was transferred to the first section on my fourth grade, graduated with honors since elementary to high school and have always been a representative in district meets. I discovered skills and wits in me that I didn’t believe existed.

With her examples, becoming a Mother, a role I had pessimism about, Lola has prepared me beyond what a Mom could sacrifice for her children. I have been closely involved in my children’s education as a PTA officer, in fact as a president of all the schools they are in because of the optimism I could contribute more, than just sending my kids to an institution to learn by which I could see things on a wider, deeper perspective, like the teachers dedication in molding the kids’ character in class or the administration’s developmental programs, and that I could help design plans and provide facilities that could inspire them to love learning. It’s just so delightful to be of service, not just as a parent but as an education partner for the kids welfare.

During the pandemic, I took the course Parents’ Engagement in Education at Harvard University online and it gave me more feasible concepts of the reality that when parents are positively involved in their children’s education, especially when they volunteer to support or even partner with schools, learners’ performance results are astonishing.

According to the Annie E. Casey Foundation, children whose families are engaged in their education are more likely to earn higher grades and score higher on tests; graduate from high school and college; develop self-confidence and motivation in the classroom; and have better social skills and classroom behavior. Further, schools which nurture positive relationships with families — and vice versa — makes all the difference. Students whose parents stay involved in school have better attendance and behavior, demonstrate better social skills and adapt better to school. All these contribute to children’s life-long love of learning and long-term success in life.

Being a former government teacher in Japan, I have seen the heaven and earth difference of the over all education environment provided by Japan and the Philippines, much more the farfetched edge in private school setting. Not only that our country lacks the resources but that Japan risks investing a significant portion of their fund for their children as they walk strong on the direction that ”the future of the country lies on these little ones.”

Accepting the scenario that we have now, though we have no direct control over the government education programs and fund appropriation, we have a tight grasp over which direction would we hope for our children , of how much support could we provide, and the frequency and length of time we are willing to invest in schools as partners in our kids’ growth. Being parents, we can always choose between, “ I am busy or not.” Or, “I can share my resources or not.” A short amount of time in a year or a single penny for the class or grade matters in times the administration faces education management limitations. We always hold on to the belief that our hard work is for us to provide the best for the kids. As AECF.ORG quotes a teacher’s plea: ​“Please part­ner with us rather than per­se­cute us. That will always be in your children’s best interests.”

Thus, what could be best than being physically or if not, resourcefully involved while our children are in this crucial stage of learning in schools by doing our crazy part to be an “active” member of the parents-teachers association? Let us be reminded that they are our beloved children whom our life is dedicated to.