How to properly conduct a conversation with parents who are dealing with a problem
When they come to school with a problem, it is crucial to handle the conversation with parents in such a way as to build trust and create space for effective cooperation. Proper communication helps to ease tension, enables mutual understanding, and leads to concrete steps that will help both the child and the school.
At the beginning of the meeting, it is appropriate to welcome the parents with respect and thank them for deciding to address the situation in person. Clearly set the framework for the meeting, such as the topics you will discuss and the time limit for the meeting. Active listening is essential. Give parents space to express their concerns and opinions without immediately judging or dismissing their views. Reassure parents that you take their concerns seriously, even if you don’t have an immediate solution. This helps build trust and openness.
Active listening and respect
One of the key moments in successful communication with parents is the ability to truly listen. It is not just about words, but about understanding the emotions behind them. Parents often come to school stressed, worried about their child, and in such situations it is important that they feel that their voice carries weight.
During the conversation, avoid interrupting, jumping in, or rushing to offer solutions. Instead, give parents enough space to fully express their point of view. Paraphrase their statements—for example, by saying, “I understand that you are concerned about how your son feels in class,” you show not only understanding but also interest in the deeper context of the situation.
Active listening has a powerful effect: it reduces tension, builds trust, and paves the way for constructive cooperation. At the same time, it helps build an equal relationship between the school and the family, which is essential when dealing with more complex issues such as bullying, declining grades, or a child’s emotional difficulties. For the school counseling team and the classroom teacher, listening is not a passive activity, but an active tool for establishing partnerships and finding common solutions.
How to deal with specific problems sensitively
Some topics require particular sensitivity. For example, when it comes to bullying or cyberbullying, it is important to name what has happened without blaming anyone. The parents of victims need to hear that the school takes the situation seriously and is offering specific steps to address it. Conversely, the parents of the child who is the aggressor need support in understanding the situation and finding a way to remedy it, not shame or condemnation.
When it comes to problems with school performance, it is crucial to find out what the real cause is. It could be stress, overload, emotional difficulties, or perhaps a lack of motivation. Instead of evaluating the child, it is good to ask questions: What does the child enjoy? When did they do better? What is the home environment like for learning? In both areas, if the school offers cooperation, a specific plan, and the support of a specialist (e.g., a school psychologist), parents are more likely to get actively involved.
Clearly, specifically, realistically
Every conversation with parents should end not only with an understanding of the situation, but also with specific steps that will lead to improvement. In order to effectively help the child, it is crucial to clearly state what the school will do in the coming days and weeks, what the parents will do, and what expectations are set for the child. This is the only way to avoid misunderstandings, frustration, and the feeling that the situation will “somehow resolve itself.”
Instead of general promises such as “we will try to improve communication” or “we will do something about it,” it is advisable to formulate specific and measurable agreements. For example: “The class teacher will send a short summary of the child’s behavior in class every Friday,” “The parent will discuss with the child once a week what went well at school and what did not,” or “The child will begin attending regular consultations with the prevention specialist.” Clear and realistic steps reduce uncertainty, give everyone involved a sense of control, and strengthen confidence that cooperation makes sense.
Let’s not forget the time frame and agreement on when the next joint meeting or feedback will take place. This approach shows parents that the school is acting professionally, in a planned manner, and at the same time respects their role as partners in solving their child’s problems. Although the situation may not change overnight, it is precisely systematic dialogue with parents and joint action that lead to long-term change.
If other experts are present at the meeting (e.g., school psychologist, special education teacher, or school counseling staff), it is a good idea to divide responsibilities and agree on who will keep parents informed or coordinate further steps. A unified and clear plan is one of the most powerful tools a school has in difficult situations.
The role of a unified school approach and external support
A unified approach across the school is key to credibility. If the teacher, educational counselor, and psychologist express the same approach and share common information (within the limits of the law), parents perceive the school as a stable and professional environment.
A successful conversation with parents does not start with the problem, but with the relationship. If we manage to build respect and trust, parents perceive the school as an ally. And that is exactly what the child needs—to know that adults are on the same page and that someone understands and takes their difficulties seriously. When we speak openly, listen, and seek solutions together, we create a space where the child can feel safe and grow despite obstacles.st i přes překážky.
