It’s a familiar moment, anxiously sitting in front of a computer checking my Schoology grade for a recent test, only to later figure out that my parents already saw my grade.
Whereas grades once arrived by mail just twice a year, allowing students at least some control over when (or if) their parents saw them, now, in an era where schools have created parent portals for guardians to immediately check their child’s grade, some monitor their child’s progress as closely as their own work emails.
While parental involvement in a child’s education can be beneficial, granting parents unrestricted access to grades does more harm than good. It undermines student independence, creates unnecessary stress and fosters an unhealthy learning dynamic.
A 2024 study done by the Department of Psychology at Christ University in Bangalore, India surveyed 466 18 to 25-year-olds in India and found heightened perceptions of parental expectations were linked to increased fear of negative evaluation.
When students internalize high parental expectations, they often develop a perfectionist mindset and unrealistic standards. Parental pressures also easily create a cycle of micromanagement, where, instead of working for the purposes of education, students feel motivated by fear of parental disappointment.
Misunderstandings can also arise if parents see a low score without any explanation. Many teachers readjust grades throughout the semester, so one low score does not necessarily communicate a student’s ability. Instead, parents should talk to their children about academic performance. This would be more comprehensive and account for difficulties that can’t be conveyed through a progress report. Or, parents can also wait for quarter reports to come in the mail.
Instead of keeping track of the grades in real-time, parents should make it a point to have an open-door policy with their children. Students should feel comfortable discussing academics with their parents without the fear of being reprimanded for their grades. Trust-based conversations can allow students to learn in a safer environment rather than in one where they’re constantly scrutinized.
While PAUSD likely continue to give Schoology access to parents, students can manage stress created by this by attempting to set boundaries with their parents regarding when and how their grades are discussed, practicing self-reflection, prioritizing healthy lifestyle habits and asking for help from teachers when needed, allowing students to take control of their learning without feeling like they’re under a microscope.
Parents should play a significant role in their child’s education, but it does not mean they have to dictate their child’s every move. Instead parents should provide assistance in the form of guidance and encouragement rather than monitoring.
Although this transition may be hard for some parents, any step toward a more open-door approach is progress toward their child’s academic success. While it is possible students, left on their own, will disregard academic obligations, schools should concentrate on teaching responsibility rather than enabling dependence.
Parents should still be able to check a child’s grades if the student allows, but giving parents the ability to check at any time shouldn’t be the default, especially if a student already has a tumultuous relationship with their guardians, making it even harder for them to focus on their education.
If students are struggling, many will naturally turn to their parents for assistance, as long as their parents remain an open door, ready to help. Learning should be a process of personal growth, and schools should encourage students to take responsibility for their own education while parents should trust their children to communicate about their own progress. By shifting the focus from monitoring to meaningful support, we can create a healthier learning environment for all students.
