The responsibility for achieving this does not rest on the children alone. Parents, teachers, school management and government, all have important roles to play in ensuring that the return to school translates into meaningful learning and positive development.
Parents are expected to prepare their children adequately for the new academic session. Beyond providing school uniforms, books and other learning materials, they should help their children develop the right attitude towards learning, discipline and punctuality. They should also encourage their children to take their studies seriously while providing the emotional support necessary for them to adjust smoothly to school routines.
Parents should maintain regular communication with teachers and school authorities concerning their children's academic and behavioural progress. They should not wait until examinations or serious disciplinary problems arise before showing interest in their children's education. A strong partnership between the home and the school can help identify learning difficulties and behavioural challenges early enough for appropriate intervention.
Teachers, on their part, are expected to return to their classrooms with renewed commitment and professionalism. Their responsibility goes beyond delivering lessons; they are also expected to guide, motivate and inspire their pupils or students. Effective teaching should encourage critical thinking, creativity, good communication and the practical application of knowledge rather than excessive dependence on memorisation.
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Teachers are equally expected to recognise that students differ in their abilities, backgrounds and learning needs. A classroom should therefore provide reasonable opportunities for every learner to participate and improve. Teachers should maintain discipline while treating students with fairness, dignity and patience, thereby creating an environment in which children can learn without unnecessary fear.
School management has the responsibility of ensuring that the school environment is conducive for learning. Classrooms, laboratories, libraries, sanitation facilities, electricity, water supply and other essential infrastructure should be maintained properly. School authorities should also ensure that safety measures are in place so that children can learn in an environment that protects their wellbeing.
School management should provide effective leadership and supervision throughout the academic session. Teachers should be supported to perform their duties effectively, while students should be guided to observe appropriate academic and behavioural standards. Regular communication with parents can also help the school respond promptly to issues affecting their pupils or students.
Teacher welfare should also remain an important government concern. Teachers who are adequately supported, trained and motivated are better positioned to perform their responsibilities effectively. Continuous professional development should be encouraged so that teachers can adapt to changing educational methods, technologies and the evolving needs of learners.
Government should equally pay attention to the safety and accessibility of schools. In areas where children face difficulties reaching school because of poor roads, insecurity or inadequate transportation, appropriate interventions are necessary. A child's right to education becomes difficult to realise when the journey to and fro school is unsafe or when basic access to the school itself is compromised.
The return to school also presents an opportunity to strengthen discipline among pupils or students. Parents and teachers should work together to discourage lateness, truancy, bullying, examination malpractice, vandalism and other behaviours that can undermine the educational process. Discipline, however, should be constructive and aimed at correcting behaviour rather than humiliating children.
Technology should also be integrated responsibly into education. Schools can use appropriate digital resources to complement classroom teaching, while parents can guide children towards productive use of electronic devices. Government, meanwhile, can support digital education by improving access to electricity, internet connectivity, equipment and relevant teacher training.
Another important expectation is that all stakeholders should place the educational interests of children above competing interests. Parents should cooperate with schools, teachers should cooperate with management, and government agencies should listen to the concerns of educators and communities. Education works best when these different stakeholders recognise that their responsibilities are interconnected.
The new academic session should therefore not be viewed merely as the reopening of school gates. It should represent a renewed commitment to developing knowledgeable, responsible and well-rounded young people. Every stakeholder has a part to play, and failure in one area can affect the effectiveness of the entire educational system.
Summarily, the successful return of schoolchildren requires collective responsibility. Parents must provide support and supervision, teachers must teach and mentor effectively, school management must provide sound leadership and safe learning environments, while government must provide the resources, policies and oversight required for the system to function.
When these responsibilities are taken seriously, returning to school becomes more than the beginning of another academic calendar; it becomes another opportunity to build a stronger future through education. Think about it.
