The Rise of Parental Activism in Schools

The increasing volume of complaints, a direct result of parental activism, is placing a significant burden on school leaders, affecting their ability to effectively manage their schools.

During a webinar earlier this year organised by a parent advocacy company and attended by around 300 people, the question:

was posed, reflecting the frustration of parents with the Department for Education’s recent attendance campaign.

This campaign has angered families nationwide by insisting that anxious children still need to attend school. One parent shared how interventions at her son’s school had left him traumatised and fearing kidnapping. Another recounted school staff arriving unannounced and threatening fines for her daughter’s non-attendance, causing the child to hide whenever the doorbell rang. A former foster parent had to give up her role after being prosecuted for one child’s low school attendance.

The webinar highlighted the growing discontent among parents. The event leader even led a campaign for students to go on ‘strike’ from their educational provision. Many other groups are joining forces to fight what they see as school leaders' overreach in attendance enforcement.

Complaints Overwhelm Schools

Parents, who are active in these online groups, frequently voice their grievances about various school practices and are often advised to take formal actions, such as requesting school records or escalating the issues to higher authorities and the media. This shift towards formal channels indicates the growing seriousness of the issues being raised.

The rise of online communities has empowered parents facing similar issues. Since COVID-19, complaints to Ofsted have increased by one-third, with secondary school complaints rising by 65%. Many complaints are now bypassing school procedures and going straight to the inspectorate.

Referrals to the Teaching Regulation Agency, a mechanism designed for serious misconduct cases, have risen by 80%, while local authority allegations against school staff are also up. Complaints related to children with special educational needs and disabilities (SEND) to the Local Government Ombudsman have nearly tripled over five years.

Accusations and Expectations

Parents feel a "blame game" is happening, with schools blaming absences on parents and parents blaming school factors. There is a clear disconnect between parents' and schools' expectations. Some parents believe mainstream provision cannot work for children with specific needs, clashing with schools’ strict attendance policies.

Impact

The complexity of complaints is rising, diverting resources away from students. A senior leader reported receiving a 780-page letter from one parent. Most complaints relate to SEND issues, with schools often unable to meet complex needs due to resource constraints.

Rising parental complaints are driving staff to resign. A survey by law firm Browne Jacobson found that 90% of school leaders reported a negative impact on staff wellbeing, with nearly half noting an effect on staff retention. The change in parental behaviour is a significant factor pushing leaders out of the profession. Many teachers feel parents have become disrespectful and aggressive.

Likewise, a Teacher Tapp survey. of almost 10,000 teachers in May found almost 90% of teachers felt parents had become “far too disrespectful of teachers”, compared to 80% in 2022.

Banning Aggressive Parents

Some trust leaders are banning parents from school premises for aggressive behaviour. National Association of Headteachers vice-president Rachel Younger, who has dealt with such cases through the union, says it is a step “nobody wants” to take, “but sometimes it’s the right thing for everybody’s safety”.

Codes of conduct are being introduced to set clear expectations and boundaries for parental behaviour. Managing persistent or vexatious complaints is becoming a common policy to protect staff and resources.

Rebuilding Relationships

Some schools are working to rebuild relationships with parents through home visits, parent surveys, and meetings. Efforts include understanding family dynamics to offer better support and being open to acknowledging mistakes. Improved communication and engagement have led to better partnerships and higher attendance rates.

Systemic Solutions

The Department for Education is working with Ofsted on data sharing to reduce duplication in complaint handling. A virtual assistant for parents is being trialled to guide them through the complaint process. The Confederation of School Trusts suggests limiting referrals to the Teaching Regulation Agency to employers or police to reduce unfounded claims.

Schools are encouraged to adapt to societal changes, and many achieve positive outcomes by being more responsive and understanding of parents' needs.

In conclusion, the rise of parental activism in schools reflects a complex and evolving landscape where parents and schools are often at odds over expectations and resource limitations. While some parents feel compelled to take extreme measures to advocate for their children, schools are grappling with an overwhelming influx of complaints that drain resources and impact staff well-being.

Efforts to manage and mitigate these conflicts through better communication, clearer policies, and systemic changes are essential. By fostering understanding and cooperation, both parents and schools can work together to create an environment that prioritises the well-being and education of all students, ultimately leading to more harmonious and effective educational communities.

Sara Spinks

SSS Author & Former Headteacher