Paying the Fees Is Not Enough: My Story From the Frontline as an Educator

Every school year, I walk into a new classroom filled with bright eyes, small hands, and enormous potential.

And almost every year, I encounter the same silent belief:

“Once the school fees are paid, our job as parents is done.”

This belief is not spoken loudly. It hides in our systems. It shows up in our habits. And unfortunately, it is costing our children more than we realize.

I teach at Key Stage 1 level, the foundation years. These are the years when children are not just learning to read and write; they are learning who they are. They are building confidence, attention span, resilience, and curiosity.

But I have seen something deeply concerning.

Education has slowly been reduced to a transaction.

Fees are paid. Uniforms are bought. Books are supplied. And then the responsibility is quietly transferred entirely to the teacher.

But education is not a transaction, it is a partnership.

What I See in the Classroom

Teachers are trained to guide learning, assess progress, and nurture curiosity. We are not trained to replace parents. Yet many of us are expected to function as teachers, counselors, disciplinarians, and emotional anchors, all at once.

When parental involvement is absent, learning becomes fragile. Progress becomes temporary. Confidence becomes unstable.

And the child is the one caught in the middle.

Every new session, one of my first priorities is to intentionally reframe parents’ understanding of education. I clearly communicate that teaching is not solely the responsibility of the teacher. It is a shared commitment between the teacher, the school, and the parent.

And I do not stop at saying it. I build systems around it.

What I Am Doing Differently

1. Consistent Communication

I maintain regular communication with parents, not only when there is a problem. I share updates about academic progress, behavior, social development, and areas where their child may be struggling. My goal is not to criticize but to empower.

2. Looking Beyond Grades

I intentionally monitor emotional well-being, confidence levels, and classroom engagement. Learning is deeply human. A child who feels seen learns differently from a child who feels invisible.

3. Targeted Learning Support

One experience shaped me profoundly.

I once taught a foreign pupil who struggled significantly with reading and spelling. The gap was obvious. I knew that without urgent intervention, the child would fall further behind.

I personally enrolled the child in a Learning Support Programme. Three times a week after school, we worked from the foundation, letter sounds, blending, phonics, repetition. It required patience and commitment.

By the end of the semester, the transformation was remarkable. The child could confidently read and spell simple three-letter words.

But after the holiday break, the child returned and much of the progress had disappeared.

There had been no reading practice at home. The holiday had been filled with cartoons and video games.

That moment reinforced a truth I cannot ignore:

School intervention alone cannot sustain progress without reinforcement at home.

The Quiet Crisis of Screen Dependency

I have become increasingly concerned about excessive screen exposure among young children. Tablets and video games may seem convenient, but they are quietly eroding attention spans and reading stamina.

I now intentionally educate parents on:

1. Setting healthy screen boundaries
2. Creating simple reading routines at home
3. Investing in books and shared reading time

A reading culture does not require wealth. It requires presence.

Why This Matters

When parents actively partner with teachers, the results are undeniable. Children become more confident, more resilient, and more motivated to learn. Early challenges are identified sooner. Behavioral concerns are addressed collaboratively.

Parental involvement does not require advanced education or privilege. It requires intentionality.

My Call as a Woman and Educator

As a woman working in education, I see clearly how foundational years shape futures. I am committed to doing my part. I will continue to communicate. I will continue to intervene. I will continue to advocate.

But I cannot do it alone.

Mothers, aunties, guardians, community women, we must rise. We must reclaim our influence as first teachers in our children’s lives. Our presence at home strengthens what happens in the classroom.

To parents: your involvement matters more than you think.

To schools: continue creating systems that welcome parents as partners, not spectators.

To policymakers and stakeholders: parental engagement must become central to education reform, not an afterthought.

Education does not begin at school. It begins at home. Paying fees is important. But it cannot replace time, conversation, and emotional investment.

Our children deserve more than transactions, they deserve partnership.

And I will keep doing my part as an educator until that partnership becomes the norm, not the exception.