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Public School Shouldn’t Be a Hybrid of Home Schooling
It’s frustrating to think about the state of public education. I wish for a school that’s already functioning well, not one that’s merely on the path to improvement. While options like relocating or enrolling in private or parochial schools exist, the most feasible alternative seems to be home-schooling. However, as much as I appreciate the benefits of home-schooling, I find the idea of being the teacher for my children overwhelming.
Thus, I’ve settled on the idea of enrolling them in a public school that’s making strides toward betterment, with a firm commitment to being actively involved as parents. This means fundraising, coordinating enrichment activities (which I often think of as “stuffing with butter”), driving them to after-school programs, and even blending bedtime stories with Mandarin flashcards—essentially, I would be hovering over their educational experience. Upon reflection, I realized I was essentially crafting a half-public-school, half-home-schooling scenario.
Recently, a piece by Sophie Renard, a writer and mother who has lived both in the U.S. and abroad, appeared on Quartz. Titled “France’s Effective Approach to Reducing Helicopter Parenting Benefits Women,” it highlights the differences in educational culture between France and the United States. In France, the school day is longer—running from 8:20 a.m. to 4:30 p.m.—and serves as a form of childcare. Children receive nutritious meals and partake in various after-school classes and sports. Renard points out that helicopter parenting is virtually nonexistent in France; parents don’t have constant access to teachers and aren’t expected to contribute to fundraising or volunteer during working hours. They can focus on their careers, confident that their children are well cared for and educated. Renard aptly states, “public school is not intended to be half home-schooling.”
This perspective resonates deeply with many parents, including me. However, it’s easy to feel somewhat resentful, thinking that such a system works wonderfully in France but is out of reach here. Pamela Moore’s insightful book, “Raising Children in France,” was released around the same time I became a parent and began contemplating my child-rearing practices. While the book offers captivating insights into another culture’s parenting strategies, it doesn’t provide a practical roadmap for adapting those principles here. For instance, attempting to limit the frequent offerings of sugary snacks at local nurseries can lead to social backlash from fellow parents.
The reality is that public education in the United States is highly inconsistent. The disparity between our highest and lowest-performing schools is staggering. The “good” public schools—often characterized by affluence—thrive due to an engaged and wealthy parent community. For families in middle or lower income brackets, the responsibility of ensuring their children’s educational success often falls on them, requiring significant time dedicated to fundraising, tutoring, and liaising with teachers. Alarmingly, one-third of fourth-graders in America are not reading at grade level. The issue at hand is not merely that of helicopter parenting; it reflects broader systemic failures in our education system.
Renard addresses this concern, arguing that mothers are often forced into roles that limit their personal and professional growth. They end up contributing their time and energy to a school system that is severely underfunded and lacking in resources, a situation compounded by societal skepticism towards quality public education. She poses a critical question: why don’t more citizens advocate for higher taxes to improve education and childcare instead of relying on mothers to pick up the slack?
When faced with subpar local schools and the high stakes of college education, mothers are driven to do everything possible to secure their children’s future. This situation is disappointing; it reflects a national failure to support families adequately and uphold high standards in public education. Many who oppose initiatives for universal, high-quality childcare likely belong to the “I got mine” mentality, dismissing the collective need for improvement.
Renard suggests that instead of hovering, mothers should channel their energies into personal and professional endeavors or advocate for better childcare and educational resources for all. While this is sound advice, it may not resonate with those of us who feel that our active involvement is crucial to our children’s success. Until there’s a significant turnaround in the quality of schools, American parents are unlikely to step back from managing their kids’ education.
The headline “France’s Simple Solution to Curbing Helicopter Parents” feels almost too simplistic. The notion that overhauling our educational system, childcare options, parental leave policies, and broader societal norms can be easily achieved is naive. While Renard acknowledges the challenges, she inadvertently critiques mothers by labeling them as “overbearing” and implying that their involvement is a problem. Such framing misplaces the blame on mothers who are reacting to dire educational circumstances.
In summary, while there are many changes that need to be made—including advocating for extended school days, equitable funding, and proper training for teachers—it’s vital to recognize that this is not solely a “mother problem.” The challenges faced in public education are collective and require a societal shift in how we view education and support for families.
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