Jan Stewart vividly recalls the phone call she received from her son’s Grade 4 teacher. The mother from Manitoba learned that her son, despite being intelligent, was not fully engaged in his schoolwork. Stewart, who once served as a school counselor and primary educator, felt an immediate sense of anxiety.

“I feared this was the onset of a series of troubling encounters with the school, including endless calls and meetings,” she reflects, chuckling about it now but recognizing the stress she felt at the time.

“I took a moment to gather my thoughts,” Stewart recalls. “I called my husband and instructed him to take the next morning off work. I canceled other commitments, and we set off to the school to meet with his teacher.”

After the meeting, their son joined them. Although he shed some tears, the conversation led to positive changes. Since that day two years ago, he has had no further issues.

Even with her extensive background in education, Stewart felt the weight of parental concern many face when their children encounter difficulties in school, whether they stem from behavioral challenges or learning obstacles.

As the school year gains momentum and parent-teacher conferences approach, what steps should parents take if they notice their child struggling?

Collaboration is key

Carol Symons, director of leadership services at Edmonton Public Schools and former principal, concurs that collaboration is vital for addressing a child’s difficulties.

“Building a partnership based on trust between parents and schools is essential for effective collaboration,” she remarks. “Parents should engage with schools; avoid assuming that the institution is uncooperative. It doesn’t need to become a conflict.”

Symons encourages parents to familiarize themselves with school staff and participate in school events early in the academic year to foster positive connections. Attend welcome gatherings, fundraisers, and introductory meetings with teachers.

“You want to avoid the situation where your initial contact is tied to a problem,” she adds. “However, if concerns arise, they should be addressed immediately to prevent further issues.”

Symons indicates that the level of intervention should align with the severity of the concerns. Teachers might suggest additional homework, whereas formal assessments may be necessary in more serious situations. If health professionals become involved, it’s crucial to integrate them into the support team as well.

“Gather all relevant parties to collaborate, sharing insights to understand what the child needs for support,” she advises.

Stewart warns against making diagnoses or labels. It’s important for trained professionals to establish the nature of serious concerns.

“Terms like ADHD are often casually mentioned,” Stewart points out. “Step back and involve qualified individuals when necessary; let them handle the diagnoses.”

What matters is that parents and teachers maintain clear and effective communication. It’s essential to ask teachers about their preferred communication methods—whether face-to-face, phone calls, emails, or written notes—and clarify which concerns need monitoring.

The frequency of communication should be guided by the issue’s nature and severity; what’s essential is maintaining regular contact.

Stewart reminds parents that, despite any anxiety they may experience, everyone shares a common objective: to ensure the child’s well-being and academic success.

“Work as a team, develop solutions together, experiment with strategies, and remain persistent,” she concludes. “Everyone is dedicated to the child’s best interest.”