The Educational Journey

The education and upbringing of children are not the responsibility of parents alone. Teachers also play a fundamental role in this process. When a child leaves home and enters school, the child does not learn only from textbooks. Children also learn from the behaviour, language, discipline, patience and attitude of their teachers. For this reason, a teacher’s duty is not limited to completing the syllabus or preparing pupils for examinations. Teachers are also responsible for helping children understand moral values, social responsibilities and the practical demands of life. A good teacher recognises a child’s personality, identifies weaknesses, develops strengths and helps the child see education not as a burden but as an essential part of life.

An older report highlighted noticeable differences between the academic performance of boys and girls. According to the report, some boys experienced greater difficulty in reaching an average level in subjects such as mathematics, reading and science. The report mentioned rates of fourteen per cent for boys and nine per cent for girls. However, such figures cannot be applied equally to every country, school or child. The more important question is why these differences arise and what can be done to reduce them.

Some observations suggest that many boys devote more attention to sport, computer games and other forms of media than to schoolwork. As a result, they may spend less time on homework, reading and examination preparation. One educational study also suggested that boys completed, on average, around one hour less homework per week than girls. A difference that appears small can have a considerable effect when it continues over a long period. The problem is not the existence of computers, games or entertainment. The problem is the absence of balance. Play, recreation and technology are natural parts of childhood. They become harmful when they begin to replace study, sleep, health and everyday responsibilities.

In some societies, boys may regard education as an unpleasant duty rather than a useful and rewarding experience. This attitude may be influenced by the home environment, the behaviour of the school or pressure from other children. If a child is taught that hard work and interest in books are mainly qualities associated with girls, or that boys are not expected to take education seriously, such stereotypes can damage academic development. It is equally harmful when parents assume that girls are naturally more organised, responsible and hardworking, while excusing boys’ carelessness by saying that boys are simply like that. When weakness is treated as a permanent feature of gender, the path to improvement is closed.

Differences may also be seen in the way free time is used. Many girls combine household responsibilities with homework, reading and other educational activities. Some boys, on the other hand, may spend more time on computer games, videos, social media and other forms of entertainment. The solution is not to declare boys inferior or girls superior. Every child has an individual personality, a different level of ability and a different family environment. Parents and teachers must therefore understand the daily routine, interests and difficulties of each child and provide support accordingly. If a boy is weak in a particular subject, criticism, humiliation and punishment are unlikely to help. Clear explanations, additional assistance and encouragement are far more effective.

Improving children’s academic performance requires close cooperation between parents and teachers. The first step for parents should be a detailed conversation with the teacher or the school administration. Looking only at a report card, becoming angry or declaring a child a failure does not solve the problem. Parents need to understand which subjects are causing difficulty, how the child behaves in class, whether the child asks questions or remains silent, how the child relates to classmates, and whether fear, pressure, bullying or another difficulty may be involved. Teachers should also do more than provide parents with a list of complaints. They should offer practical suggestions for improvement. When the home and the school stop blaming one another and begin working together, the child has a much better chance of progressing.

Regular school attendance is equally important. Frequent absence, repeated lateness or a lack of attention during lessons can deepen academic difficulties. Attendance alone, however, is not enough. A teacher’s behaviour must also be compassionate, respectful and fair. A teacher who constantly relies on anger, threats, ridicule or violence does not bring children closer to education. Such behaviour drives them away from it. Fear may produce temporary silence, but it does not create a desire to learn. In an environment shaped by force or physical and emotional punishment, children become afraid to ask questions, admit mistakes or attempt something new.

A genuine learning environment depends on mutual respect. Children must be taught to respect their teachers, but teachers must also protect the dignity and self-esteem of their pupils. Children can be encouraged towards education far more effectively through patience, calmness and perseverance. Not every child learns at the same speed. One child may be strong in mathematics, another in languages, science, practical work or creative activities. A teacher’s responsibility is not only to promote those who already perform well. It is also to support the children who are falling behind.

Encouragement is necessary in every subject. Repeated negative comments can convince a child that success is impossible. By contrast, appropriate praise, recognition of small improvements and a second opportunity after a mistake can transform a child’s entire attitude. Teachers must also be willing to examine their own behaviour. Every difficulty does not necessarily originate in the child. Sometimes the teaching method, the classroom atmosphere or the teacher’s manner may also contribute to the problem.

Children must also be given clear boundaries. They need to understand what behaviour is acceptable in the classroom, what responsibilities are connected with homework, how they should treat other people and why freedom cannot function without responsibility. Clear limits should not be used to create fear. They should provide guidance and help children develop self-discipline.

The education and upbringing of children can improve only when parents, teachers and school administrations take their responsibilities seriously. A child should not be treated merely as a machine expected to produce good grades. A child is a complete human being who needs not only knowledge but also character, confidence, responsibility and direction. This is the shared duty that must be fulfilled if schools are to meet their responsibilities and society is to hope for a better future generation.

Shahid Shakil

2026-07-28