Malik Nazir
“A parent-teacher meeting attended by only a handful of parents is more than a disappointing turnout—it is a reflection of misplaced priorities. When engagement with a child’s education becomes optional, the consequences become inevitable.”
In recent years, a growing concern has taken root across educational institutions, a visible disconnect between students, parents, and the very idea of responsibility. While it has become fashionable to blame the younger generation, often labelled as “Gen Z,” for indiscipline, lack of focus, and cultural drift, the truth is far more layered.
The crisis we are witnessing today is not solely a failure of youth; it is, in many ways, a reflection of the gradual withdrawal of parental engagement.
A recent parent-teacher meeting (PTM) held on April 26 last month serves as a stark illustration. In an institution with an enrolment exceeding one thousand students, only six parents attended. This is not merely a statistics, it is a statement about priorities. It raises an uncomfortable but necessary question: if parents are not willing to invest even a few hours in understanding their child’s academic and behavioral progress, how can they expect meaningful outcomes?
Parenting today, in many cases, appears to have been reduced to material provision. There is a widespread belief that fulfilling financial needs providing gadgets, clothing, and comfort is equivalent to fulfilling parental duties. However, true parenting goes far beyond this. It involves guidance, monitoring, emotional connection, and, most importantly, accountability.
Teachers frequently encounter situations where parents of absentee students claim ignorance, stating that their children leave home at the usual school time and return accordingly. When confronted with attendance records, the response is often casual, accompanied by apologies rather than corrective action. This indifference sends a dangerous message to students that accountability is negotiable.
Even more concerning is the trend of misplaced priorities. There have been instances where students from poor economic backgrounds possess extremely expensive smart phones worth more than a lakh. In one case, a parent working as an orchard labourer revealed that the phone was purchased under emotional pressure, with the child threatening suicide if denied. This is not just a matter of excess or carelessness; it shows that family authority is weakening and emotional strength within families is declining.
Similarly, when students display poor attendance or misconduct, some parents deflect responsibility by blaming peers rather than addressing their own child’s behavior. Such responses weaken discipline and reinforce a culture of denial. A child who is never held accountable at home is unlikely to develop a sense of responsibility elsewhere.
Alongside these behavioral concerns, a visible cultural shift is also emerging among students. One such trend is boys increasingly wearing earrings, often paired with mullet haircuts, and eyebrow cuts which have become strikingly common in schools. While personal expression is a natural part of growing up, the unchecked adoption of such styles raises concerns about direction and boundaries. If left unaddressed, there is a growing fear that nose rings, lip rings, eyebrow piercing and similar practices may also become normalized among school-going boys reflecting not conscious choice, but uncritical imitation. The issue is not about resisting change, but about ensuring that change does not come at the cost of identity, discipline, and cultural grounding.
Beneath these visible changes lie deeper and more troubling challenges, including rising substance abuse, digital addiction, and declining academic engagement. When combined with weak parental oversight, these factors create a volatile environment for young minds.
The solution lies in shared responsibility among families, schools, and society at large.
Firstly, parents must reclaim their central role in their children’s lives. This does not require extraordinary measures; it begins with simple, consistent involvement attending PTMs, monitoring academic progress, setting boundaries on gadget use, and maintaining open communication. Children must understand that love does not mean unconditional approval, it also involves correction and discipline.
Secondly, while schools are making sincere efforts to engage parents through PTMs and counseling services, the response often remains discouraging. Ironically, the same parents who fail to attend PTMs are quick to visit schools for bonafide certificates or financial assistance, sometimes spending hours for such purposes. This contrast highlights a troubling mismatch in priorities. Schools can still explore innovative approaches like digital updates, flexible meeting schedules, and community outreach programs to encourage greater parental participation, but the initiative must be reciprocated.
Thirdly, awareness programs like those under campaigns addressing substance abuse, digital addiction, peer pressure, and mental health must be strengthened. Such initiatives can equip students and parents with the awareness needed to navigate modern challenges responsibly.
Finally, society must value responsibility more than show and status. The pressure to match others in material things is harming both parents and children. Success should be seen in terms of character and ability, not just possessions.
The problems of today’s youth are real, but they can be solved. What is needed is a shared effort between home and school. If parenting continues to take a back seat, we may raise a generation with resources but no values. But if everyone plays their role, there is still hope to guide this generation towards a better future defined not by confusion, but by clarity, purpose, and strength.
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