We have all heard from school management, from parents and from society as a whole that teachers should be positive role models for students, and instil in them not only only good manners, but tolerance, kindness and the ability to manage their emotions well. However, if you live in a place where there is conflict or complex social issues, this can be very hard to do and extremely frustrating. No matter how hard some teachers try, it can be hard to combat societal issues from the classroom.

Everyone is quick to point the finger when students behave in a way that goes against school policy or moral standards, but in my experience everyone has a role to play. Teachers can try to create an atmosphere of tolerance in the classroom, but if the school does not adopt the policy as a whole, and if the parents are not on board, it really is like hitting your head against a brick wall. This is one of the instances where building strong school-home connections is crucial for progress and to making a lasting impact on the lives and outlooks of students.

Anytime I have seen real progress made when instilling values in school communities, it has been when the school management steps forward and initiates the communication between home and school. Oftentimes, parents receive information about the moral standards of the school at the beginning of the year and then never hear about it again. Schools must reinforce these standards throughout the year through promotion on the school website and social media, regular meetings and events, and ensuring that they involve parents in the process. For example, if you are highlighting the importance of listening to others, advise parents on how they can encourage this at home. If parents are not from a culture where this is the norm, they may need help in how to work with it at home. It is unrealistic to ask parents to work with you on a project of which they have no knowledge.

Including a subject such as PSHE is a step in the right direction when addressing issues such as racism, intolerance and violence. It is common to see schools include subjects like ‘etiquette’ and then do little or no follow up throughout the academic year. Oftentimes, the focus of such classes is completely out of touch with the real needs of the community. Students may be fighting in the playground because they cannot tolerate other students viewpoints or because they can’t tolerate losing a game, but the etiquette classes focus on how to eat a banana with a knife and fork. It is essential that any inclusion of such a subject is monitored effectively, and that content is relevant to the needs of the school. Content should be reviewed on a regular basis to ensure it meets the needs of an ever changing environment. Schools are not machines, they are organic. They grow and change, and subjects like these must grow and change with them.

Schools are part of the community, but I have often seen shocking events such as bombings taking place in countries, and the school fail to even acknowledge they have taken place. When events like these happen, parents sometimes don’t know how to deal with it with regards to their children, and the school can help by giving some guidelines. Some schools will acknowledge these events and send a ‘thought and prayers’ message to parents, but this is simply scratching the surface of what they can do. When schools deal with these issues head-on and give guidelines for parents, it is always appreciated. Schools must send information to parents on how to discuss it with their child, how to answer their questions, and how to support their children through this time. It is helpful to let parents know that it will be addressed in school assembly, for example, and to offer the school counsellor to any parents and students who may be finding it difficult. By avoiding discussing it, it enables parents to avoid discussing it with their children, which can result in a negative impact on their child’s development.

Events lead by the school management team and school counsellor are always a winner with parents. Sessions on discipline at home, dealing with anger, dealing with loss etc are crucial if you want to see real progress in your students’ moral development. Again, in cultures where these issues are not commonly discussed, parents may be causing damage that they are not even aware of. I had a student many years ago who was terrified of birds because his mother told him that if he behaves badly, the birds will see and go home and tell her. This may have short term success for the parent, but it is not a long term solution. What happens when there’s no birds to fly home and tell mummy the story? School sessions dealing with behaviour management can guide parents and enable home and school to work together effectively.

Finally, it is important that teachers are aware of school standards and are kept aloft of anything being sent home to parents. If you are focusing on bullying for example, there should be sessions or meetings with staff to discuss how to manage such situations, and the steps to be taken to communicate the issue with the community. Issues like tolerance etc are not restricted to the weekly PSHE lesson, but should be woven into the fabric of your school. Teachers are part of that fabric, and have an important role to play. In class, they must facilitate dialogue, encourage acceptance of winning and losing, and promote good manners, among many other things. If there is a tragic event such as a bombing or a social issue such as a protest, teachers should know how to deal with it when it comes up in class. Again, we cannot expect teachers to know how to deal with such questions if they are not guided, and so communication with your team is key.

Making real progress with student behaviour and social issues within your school community is very possible, but it is important that we stop the blame game and come together as a whole school community to tackle them. Progress can only be made if everyone is in the loop and aware of their responsibilities, and when lead by the school, we can really have a positive impact on our school cultures.