Experiences of parents in dealing with their dropout child

MOST Filipino families regard education on a pedestal, the reason why parents want their child to earn it.

In general, basic education is viewed as a human right. Primary education is compulsory as stipulated in our Philippine Constitution. The State shall establish and maintain a system of free public education in both primary and secondary levels.

Despite the accessibility of basic education nationwide, the record of dropout rate is alarming. A senior administration lawmaker said that the number of elementary and high school dropouts has risen reaching 4.8 million or an 11 percent increase since 2012 (Porcalla, 2017). According to Basic Education Information System, Enhanced Basic Education Information System and Department of Education reports as used by Albert, Raymundo, Martin (2016) in their discussion paper, the dropout rate at the primary level for school years 2009-2010 to 2014-2015 is 0.65, 0.67, 0.70, 0.71 and 0.75 respectively. Therefore, elementary dropout problem continues.

Parents have the prime responsibility to ensure that their children attend school regularly. There are still learners that drop from school despite of parents and school intervention. Learners dropping out of school could predict stressful parental experiences.

With that in mind, the author conducted a study concerning the parent’s experiences in dealing with their dropout child.

The findings of the study revealed that parents were persuasive in letting their children attend school. However, at the end of the day they are still frustrated. Several reasons in dropping out were identified (in the study). Among these are poor performance of the child in school, tension at home, teachers’ attitude, behavioral problems and the lack of time given to their child due to the demand of work in order to augment their basic needs.

The result have shed light on an under examined aspect of dropout phenomena, that of the experiences of the parents of dropouts.

Therefore, teaching strategies or innovations should be done in the teaching and remediation of the atrisk learners. Regular home visitation should be conducted by the teacher. The school may organize a sustainable program to at least have a monthly activity or guidance on parenting and on how to build a positive mindset both to learners and parents. Topics in the school learning action cell should include positive discipline strategies and assisting parents of pupils at risk of dropping.

Finally, parents and teachers should be partners in education. As philosopher George Santayana simply said, “A child educated only at school is an uneducated child.” When parents and teachers are involved and are inspired to facilitate learning, they bring out the best of their children.