How the exchange with the school works

In principle, parents are the decision-makers in all areas of their child's life. However, they are not involved in the allocation to a public school or in the choice of learning content and teaching methods. The state assumes a large part of the organisational, financial and content-related responsibility for ensuring that children receive an education with as many equal opportunities as possible.

It is the parents' duty to make this education possible for their children and, through their support, to help the child find their way through the school system. In order for the child to experience school life as positive, parents can and must play an active role. At the same time, the school rhythm determines the family's recreation times, whether this is due to getting up in the morning or the prescribed school holidays.

Cooperation between parents and school is favoured when both sides are allowed to be transparent.

If children are overwhelmed in terms of organisation or learning, parents support them either themselves or with the help of third parties. In most cases, these changes, which characterise the everyday life of families for many years after the eldest child starts school at the latest, are well accepted and supported. However, conflicts can occasionally arise because, for example, learning content is taught that is diametrically opposed to the parental world view. Or parents may find teaching materials unsuitable, difficult and a hindrance to their child's learning success. Or teachers may be perceived as too strict or too lax for a child's successful school career.

Expectations, possibilities and limits

Conflicts can arise due to the many intersections between family life and school. In order to prevent these from escalating in the interests of the child, certain framework conditions help to create a basis of trust. For constructive cooperation, it is particularly important that an exchange is possible in which both parties can talk openly and transparently about expectations, possibilities and limits of support for the child.
Cooperation between parents and school is favoured when both sides are allowed to be transparent, when responsibilities are clear and respected and when there are sufficient opportunities for discussions and meetings.

To ensure that all parents have the opportunity to obtain important information about everyday school life and know what to expect for their child - and therefore also for the parents - schools and their teachers have various options available to them. On the part of the school, these include information events, welcome talks, with interpreting services if necessary, but also a website where the most important information is available at all times. Visiting days at the school, school celebrations and performances are valuable activities that give parents an insight into school life and can strengthen trust and goodwill towards the school.

Take advantage of school offers

Furthermore, a better understanding of the school culture and a mutual rapprochement between parents and school management can be achieved through institutionalised forms of parent participation, such as a parents' council, parents' forums or parents' cafés. For their part, teachers regularly inform parents at parents' evenings about the teaching materials used, the planned «homework culture» or upcoming school projects. They provide parents with various communication channels for low-threshold contact and respond to parental reports as quickly as possible.

Parents should inform the teachers of important changes in everyday family life.

The obligation and responsibility on the part of the parents is, in return, that they accept and utilise the school's opportunities to meet and obtain information. Parent-teacher conferences, parents' evenings and information events not only provide an opportunity to exchange information but also to get to know each other and exchange ideas. Parents should share important news or changes in the child's life with the teacher, as these events can influence the child's behaviour and mood.

Respecting the role of others

The child's teacher may want to be informed about problems with homework, the child's discomfort at school, stressful family situations or changes in educational support. In order for a respectful collaboration to succeed, it helps if the various parties involved - parents, teachers and school management - respect each other's role.

Parents are basically the decision-makers as far as the child is concerned and they bring it up according to their own values and circumstances. These do not always coincide with those of the teacher. For example, the decision on how to deal with a child's health condition - whether with medication, therapy or alternative means - is the responsibility of the parents and, depending on the child's age, of the child. The teacher should respect this decision and offer their support.

On the other hand, teachers and the school management are responsible for the organisation of lessons, learning and the promotion of interdisciplinary skills. Parents have no direct say in this area. Mutual respect for these roles is important in order to find a solution to conflicts in the interests of the child. It is particularly effective for children and young people when parents and school work together to ensure their well-being and learning success. In difficult constellations, a «round table» with all the professionals and family members involved can help to find a jointly supported solution.

Defusing fronts

A frequent point of conflict is the assessment of children's performance and the associated career decisions, such as the allocation of levels at upper school. The form and extent to which parents and children are involved in these decisions and the responsibilities of school management and teachers are regulated at cantonal level.

Good co-operation is also important here. Both parents and the child should be informed in advance about the upcoming school procedure so that they know and understand the consequences of decisions.

Every decision made by the school or the authority must be justified.

Listening to parents and children on specific issues and including their opinions in the decision-making process is not only their right, it can also defuse tensions. As the child's interests do not necessarily coincide with the parents' opinion, the opportunity should also be taken to listen to the child - outside of the classroom. Every decision made by the school or the authorities must always be justified. If the family cannot support the decision, they have the right of appeal.

Parents also have the right to inspect files, which means that minutes must be kept of the discussions. Private life and public interest overlap to a large extent in everyday school life. However, it should not be forgotten that the child must be at the centre of all considerations.

Viable solutions can only be found if the child's specific social, emotional and cognitive needs are taken into account. In difficult situations, a neutral specialist from outside the school can help to find a solution centred on the best interests of the child.