Are complaints from unsatisfied parents inevitable in primary schools? Some employers agree that they are; hence we need processes to manage the complaints. Of course, there is an alternative – minimise the complaints! This can be achieved through training the combatants, parents and staff to engage in a culture of trust, as well as collaboration and enquiry, rather than the opposite, which may be a culture of distrust, individualism and blame – at its worst!
Significant amounts of money, time and energy are often spent on managing complaints. I once suggested to my boss that the employing authority may be better served in training people on how to engage with schools and then training respondents on how to minimise escalation, which would save everyone time, money and energy. He agreed with me, but believed I was suggesting a huge change to society! Although it may be a tall order, I believe it’s worth exploring, starting with the people we can influence: the respondents.
Knowing how to respond to complaints is important, especially in an effort to keep children and adults safe. It is also important to note that responses to behaviours is very unique to the individual – what one person views
as offensive, others may see as humorous. So, too, with responses to staff behaviours. One student may ignore or dismiss a staff member’s behaviour, while another finds it hurtful. It is the student’s response to the behaviour that may truly result in a complaint, which proves the need for complaint management.
Let’s use a sports analogy: If an athlete gets seriously injured through an illegal act during a game, the offending player may get a serious sanction. If the injured player gets up and plays on, the sanction is likely to be less. The referees could be responding to the response to the injury, not the actual offense.
Now, if the response at the school level is not satisfactory in the eyes of the parents, then they may choose to escalate the complaint to the education authority. How might this change if we train parents and teachers how to engage at school, ask questions and respond? Might the need for complaint management be minimised, saving time and money for many people? I am realistic enough to know that we may not eradicate complaints, but I am optimistic enough to believe that if education authorities invest a portion of the time, money and energy they currently invest in complaints management to engagement and response, then we may improve relationships and well-being of staff, parents and students.
Now before we get too excited, there is no magic formula to achieving this. Anything worth doing takes time and effort. Cultural change takes time. Changing human behaviour takes time. But, we have to start somewhere and we need to start now. The well-being of teachers and school leaders is being jeopardised due to the toll investigations take, especially when they are proven to be unfounded. Actions to keep students and staff safe are necessary now. Perhaps if we train parents and teachers how to engage properly, the need for formal investigations of alleged staff misconduct may diminish.
There are generally five reasons parents engage with their child’s school:
• To share information, usually about their child. Staff listen and take notes, but may or may not need to take action.
• To understand the history or the context of a school matter. Staff have the opportunity to share information with the parents.
• To seek a solution to a problem with the school. Staff need to act in order to fix the problem.
• To get advice from trusted school members in order that they may solve a problem of their own. Staff need to communicate wise solutions to assist in this matter.
To give advice to school staff. Some staff may find this threatening, and some may be wise to listen and even consider this advice from a trusted community member.
There are three questions that parents should use when engaging with school staff. (Remember many parent queries are after their child has reported something about school.)
The first question is…
• What happened at school today?
– This allows the staff to recount their view of the incident. No accusations, but simple enquiry and opportunity for dialogue. Parents may then share how their child viewed the situation to help gain understanding for all parties involved.
The second question is…
• What is the school policy on…?
– This allows the staff to clarify the school’s policy or procedure on the topic. No accusations, simple enquiry and opportunity for dialogue.
The third question is…
• What can we do to work together for my child’s education?
– This promotes dialogue and the expectation that parents and teachers can work together for the mutual benefit of the child’s education.
If parents ask these three questions, staff responses may be appropriate, leading to a lower number of complaints. Parents may need guidance in using these questions. The investment in time necessary to educate parents will be worth it as it may reduce any dissatisfaction of parents. Once these five reasons are explained and the parents can identify why they are engaging with their child’s school, open dialogue and collaboration is possible.
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Just as parents are encouraged to use a certain set of questions, teachers are likewise. They may ask questions such as:
What do you need?
– This expresses genuine interest in finding an outcome to the engagement and a willingness on behalf of the teacher to listen to the parents. Again, opening the dialogue.
- What do you think this could look like in our school/class?
– This prompts discussion of a parent’s proposed outcome from the viewpoint of the teacher or school leaders. It would allow guidance toward utilising a parent idea, but with school-feasible implementation.
- Are there any other questions or comments you would like to share?
– This allows the conversation to close, while providing every opportunity for the parent to express themselves.
If a culture of trust, collaboration and enquiry be established between parents and schools, then the need for complaints will diminish for parents. In turn, the need for significant time, money and energy will decline for schools. Definitely a win-win situation.
So, employing authorities are invited to invest in training parents and staff in how to successfully engage with one another. Isn’t that what parents and teachers want and need to improve their well-being?
