The education of a child is often compared to the construction of a complex building. For the structure to be solid and durable, the foundations must be sound and the various craftsmen must work together. In the school world, these craftsmen are primarily the parents and the teachers. At the center of their common project is the student, whom we will call here “CLINT” – a symbolic acronym for Young, Open, and Engaged. The challenge is not simply that each party does their work in isolation, but that they weave a true educational alliance. This collaboration, far from being a luxury or a mere formality, is the most powerful lever to ensure not only CLINT’s academic success but also his personal development.
This alliance is based on a simple principle: the recognition that parents and teachers possess complementary and indispensable expertise. Parents have an intimate, emotional, and historical knowledge of their child. Teachers, on the other hand, bring pedagogical expertise, knowledge of child development in a collective setting, and an objective view of their academic skills. When these two visions merge, the image of the student becomes complete, in three dimensions. The goal of this article is to provide you with concrete ideas to build, strengthen, and maintain this essential alliance, transforming sometimes formal or tense interactions into a dynamic and constructive partnership.
Before being able to collaborate effectively, it is crucial that each party understands and respects the role and scope of the other. Think of a navigation team: the captain, the cartographer, and the helmsman have distinct functions, but they must all rely on each other for the ship to reach its destination. In our educational alliance, it is the same.
The role of parents: the first educators
As a parent, you are the first and most constant educator of your child. Your influence is fundamental and extends well beyond the walls of the school. Your role in the alliance is not limited to signing the report card or attending the back-to-school meeting.
Your first contribution is your unparalleled knowledge of CLINT. You know what motivates him, what worries him, how he reacts to frustration or novelty. You know his history, his hidden strengths, and his vulnerabilities. Sharing this information (in a relevant way and without revealing everything) with the teacher can transform the way he perceives and supports your child. For example, noting that a recent move is disrupting CLINT’s sleep can explain a drop in concentration in class, allowing the teacher to adjust his expectations kindly rather than sanctioning apparent laziness.
Your second role is to create a conducive learning environment at home. This does not mean turning your living room into a classroom, but rather establishing a framework that values education: a quiet place for homework, a genuine interest in what CLINT is learning at school, discussions about current events, or reading a book together. It is you who instill the idea that learning is an exciting adventure and not a chore.
The role of teachers: the architects of knowledge
The teacher is the professional of pedagogy. His role is to design and implement learning situations that allow each student, including CLINT, to progress. He is the architect who draws the plans of knowledge and guides the students in its construction.
His first responsibility is to bring his didactic and pedagogical expertise. He knows how to break down a complex skill into simple steps, how to manage a heterogeneous group, and how to assess learning outcomes objectively. He sees CLINT not as an isolated individual but as a member of a group, which gives him a different perspective on his social skills and ability to collaborate.
His second role is to be a professional observer. In class, he identifies CLINT’s learning strategies, his specific difficulties (for example, a persistent confusion between certain letters), or, conversely, his particular talents. He is able to make a pedagogical diagnosis and propose remediation paths. He is in the best position to tell you: “CLINT has great oral skills, but he needs to work on his method to structure his ideas in writing.”
The role of the student (CLINT): the main actor in his learning
It is essential to never forget the third pillar of this alliance: CLINT himself. The student is not a passive object that parents and teachers pass back and forth. He is the subject, the main actor in his education. The alliance only makes sense if it aims to gradually make him more autonomous and responsible.
CLINT’s role is to learn to express himself about what he experiences at school, about his successes and difficulties. Encouraging CLINT to talk about his day, to explain what he understood or did not understand, is a way to make him an actor. This also involves giving him age-appropriate responsibilities: preparing his backpack, noting his homework, asking for help when he does not understand. The parents-teachers alliance must support him in this quest for autonomy, without doing things for him.
Communication: the cement of collaboration
Once the roles are well defined, communication becomes the element that binds everything together. A failing or non-existent communication is the main cause of partnership failures. This cement must be of good quality: regular, honest, and respectful.
Establish clear and regular communication channels
Communication should not be limited to crisis moments (a bad grade, a behavior problem). It should be a continuous flow of information, even brief. Modern tools greatly facilitate this. The digital workspace (ENT), the communication notebook, or even a simple email can serve as a bridge between home and school.
A teacher can, for example, send a collective message at the beginning of the week to present the main themes that will be addressed. A parent can send a short note to inform about a child’s temporary fatigue. It’s not about overwhelming each other with information, but about maintaining a connection, showing that we think of each other and that we are working in the same direction. Regularity prevents misunderstandings and builds a long-term trust relationship.
Active listening and kindness: beyond words
The quality of communication is more important than its frequency. An annual meeting conducted with sincere listening is more effective than ten accusatory emails. Active listening means seeking to understand the other person’s point of view before formulating your own.
Imagine this situation: a parent arrives saying, “My son is overwhelmed with homework, it’s way too much.” A defensive response from the teacher would be, “That’s the curriculum, all the others manage.” A response based on active listening would be, “I understand your concern. Can you tell me how much time he spends on it each evening? Let’s see together what takes him the most time to find a solution.” This approach shifts the debate from confrontation to a common problem-solving. Kindness is not complacency; it is starting from the assumption that the other (parent as well as teacher) wants what is best for the child.
Managing disagreements constructively
Disagreements are inevitable and even healthy. They show that each party is invested. The question is not to avoid conflict, but to manage it constructively. The golden rule is as follows: it is the alliance (parent + teacher) against the problem, not the parent against the teacher.
If you disagree with a teaching method or a sanction, request a meeting to discuss it calmly. Prepare for the meeting by listing your questions and factual observations, rather than your judgments. For example, instead of saying “Your punishment is unfair,” prefer “I would like to understand the circumstances that led to this punishment so that I can discuss it with CLINT at home and ensure it doesn’t happen again.” This stance opens dialogue instead of shutting it down.
Defining common goals: navigating in the same direction
For an alliance to be effective, it must be oriented towards a goal. Actors who communicate well but do not have the same destination in mind risk going in circles. It is therefore essential to agree on clear and shared goals for CLINT.
The importance of a shared vision for the student
At the beginning of the school year, during the first meeting, it is useful to take some time to discuss everyone’s expectations. The teacher will present their objectives for the class and the level. As a parent, you can share your hopes for your child this year, which are not necessarily only academic. You may want him to gain confidence, make friends, or develop his independence.
When these goals are aligned, everyone’s actions reinforce each other. If the teacher is working on speaking in class to help CLINT overcome his shyness, and you encourage him at home to talk about his day or to order bread at the bakery, your efforts converge and the impact on CLINT is multiplied.
The student’s personalized project: a concrete tool
For students facing specific difficulties, implementing a personalized project (like the PPRE in France, Personalized Educational Success Program) is the formalization of this alliance. This document, co-constructed by the teacher, the parents, and sometimes the student himself, defines specific objectives (for example, “Read a ten-line text fluently by the end of the term”) and the means to achieve them, both at school and at home.
Even without an official document, this approach can be adopted informally. A simple agreement during a meeting is enough: “Okay, for the next two months, at school we will work on the problem-solving method in mathematics, and at home, you can help him by playing logic games or involving him in counting for groceries.”
Celebrating successes, big and small
The alliance should not focus solely on problem-solving. It also thrives on successes. It is essential to take the time to recognize and celebrate CLINT’s progress, even the most modest. A note from the teacher in the notebook to highlight an effort, a call from the parent to thank the teacher for help on a specific point, or simply telling CLINT: “Your teacher and I are really proud of your efforts in spelling,” all of this reinforces the child’s motivation and solidifies the trust bond between the adults.
The challenges of the alliance and how to overcome them
Building this alliance is not always a smooth journey. Real obstacles can arise along the way. Identifying them is the first step to overcoming them.
The lack of time and availability
This is undoubtedly the most frequently cited obstacle, both by parents and teachers. Days are busy, and professional and family obligations are numerous. It is illusory to think that we can meet every week.
The solution lies in optimization. Favor short and effective communications. An email of a few lines may suffice. Use meeting times productively by having prepared your points in advance. Schools can also show flexibility by offering phone or video conference appointments for parents who cannot travel.
Prejudices and past experiences
Everyone comes into the relationship with their own baggage. A parent who had a bad experience with school in their youth may be wary. A teacher who has faced aggressive parents may be on the defensive. These “ghosts” of the past can pollute the present relationship.
The key is to strive to start with a blank slate each new year and with each new family. As a parent, do not project your own school anxieties onto your child’s teacher. As a teacher, do not let a bad experience with one family color your view of others. Approach each interaction with a presumption of goodwill.
The concrete impact on the student: why this effort is essential
All these efforts to build and maintain an educational alliance are not in vain. They have a direct, measurable, and profound impact on CLINT.
Improvement in academic results and motivation
When a student feels that their parents and teacher communicate and are on the same wavelength, they perceive school and learning in a more coherent and serious way. The implicit message is: “What you do at school is important, so important that the adults who matter to me pay attention together.” This coherence fosters concentration, engagement in work, and consequently, improvement in results.
Development of socio-emotional skills
By observing their parents and teacher interact respectfully, solve problems together, and communicate positively, CLINT receives an invaluable life lesson. He learns by example how to manage relationships, express his needs constructively, and collaborate. The educational alliance is a living model of social skills.
A sense of security and belonging
Finally, and perhaps most importantly, a strong alliance creates a real safety net around the child. He knows he is surrounded by adults who care about him, who work together for his well-being, and who will not let him down in times of difficulty. This sense of emotional security is the fertile ground on which self-confidence, curiosity, and the desire to learn can fully flourish.
In conclusion, the alliance between parents, teachers, and the student is not an option, but a fundamental condition for educational success. It requires an investment of time and energy, a willingness to overcome misunderstandings, and constant communication. But this investment is the most rewarding of all. By working hand in hand, you are not only building CLINT’s academic success; you are building a solid bridge to his future as an informed, balanced, and confident citizen.
In the article “Parents-teachers-CLINT: creating an educational alliance for the student,” the importance of collaboration between parents and teachers is highlighted to promote the optimal development of the student. A related article that could enrich this discussion is The autobiographical memory. This article explores how personal memory and life experiences influence learning and cognitive development, which may be relevant to understanding how family and educational backgrounds interact in a student’s academic journey.
