HAROON RASHID BHAT
Parent–Teacher Meetings (PTMs) have long been a fixture in school education, but their purpose and frequency are being reimagined in the light of contemporary needs. Traditionally held biannually or at the end of an academic session, PTMs are now increasingly recognized as essential, recurring platforms that nurture the partnership between families and schools.
The National Education Policy (NEP) 2020 places clear emphasis on deepening this engagement, advocating regular interactions to ensure holistic student development and well-being. This shift toward monthly PTMs reflects the changing dynamics of our times. With rapid societal and technological transformations, children’s lives are influenced by a wide array of factors—both inside and outside the classroom. Staying consistently connected to the school helps parents stay informed about academic progress, behaviour, life skills, and socio-emotional growth. It also enables early identification of challenges and timely interventions, preventing small issues from becoming larger obstacles The philosophy behind more frequent PTMs aligns with John Dewey’s view of education as a tri-polar process: involving the teacher, the taught (student), and the social environment, including parents. When these stakeholders work in concert, they cultivate a culture of shared responsibility and continuous improvement.
PTMs, therefore, are not merely administrative checkpoints; they are collaborative forums where insights are exchanged, goals are aligned, and support systems are strengthened. In this context, GMS Kurhama (Zone Tullamulla) set a notable example by organizing a PTM on 23 August 2025. The meeting brought together parents, students from local schools, and members of civil society, illustrating how communal participation can enrich educational dialogue. The program was anchored by student Tawqeen Mustaq from class 8th, reflecting the school’s commitment to student leadership and voice. Teachers and parents spoke about the importance of regular PTMs under NEP 2020, with prominent contributions from Senior Faculty Member Mr. Manzoor Ahmad Dar and Abdul Hameed Rather. Their remarks underscored the value of frequent feedback cycles, collaborative problem-solving, and the need to keep families closely involved in the learning process.The cultural presentations by students added vibrancy to the event, showcasing talents beyond academics and reminding everyone that education is about the whole child.
The Headmaster, Mr. Manzoor Ahmad Bhat, offered a thoughtful vote of thanks and led an interactive session with parents—listening to their concerns, inviting suggestions, and encouraging a constructive partnership going forward. This open, responsive leadership helped make the meeting both meaningful and action-oriented. Monthly PTMs offer several clear benefits. They foster trust and transparency, keeping parents in the loop and teachers supported by the community. They promote holistic development by broadening conversations beyond exam scores to include values, life skills, and wellbeing. Most importantly, they provide an early warning system—allowing schools and families to intervene promptly when a student needs academic support or personal guidance/As the educational landscape continues to evolve, sustained collaboration between home and school is not just desirable—it is indispensable. The PTM at GMS Kurhama stands as a timely and effective example of how regular, structured engagement can strengthen student outcomes and community bonds. By maintaining this bridge, schools and families together can ensure that every child is seen, supported, and set up to succeed. Looking ahead, sustaining the momentum of monthly PTMs will require intentional structures that transform conversation into action.
One effective approach is to adopt brief, consistent agendas that balance academic updates with socio-emotional check-ins and co-scholastic growth, ensuring that every meeting captures the full picture of a child’s development. When teachers bring simple progress snapshots—attendance patterns, formative assessment trends, reading fluency notes, or participation indicators—parents can connect observations at home with classroom realities and decide together on next steps. This data-light, insight-rich practice not only reduces anxiety but also anchors the dialogue in evidence. Equally important is the inclusion of student voice. Inviting students to briefly articulate their goals, reflect on challenges, and celebrate small wins helps build ownership and accountability. In schools like GMS Kurhama, where students already anchor programs and contribute culturally, PTMs can become a natural extension of student leadership.
A short student-led reflection—what went well, what was difficult, and what support is needed—can make PTMs empowering rather than evaluative. To make PTMs accessible, schools can blend formats: in-person meets for deep conversations, supplemented by short virtual follow-ups for families with time or travel constraints. Rotating time slots, multilingual summaries, and clear take-home action notes keep every family engaged. A simple “PTM takeaway” card—three agreed actions, one resource, and a check-in date—can turn goodwill into measurable progress. Under NEP 2020’s focus on holistic education, monthly PTMs are also a venue to align values and life skills. Sessions can spotlight themes like digital wellbeing, study habits, responsible use of social media, and mental health first principles, with quick resource handouts. When civil society members and local experts participate respectfully, they can enrich these conversations without overwhelming the core teacher–parent–student triad. Finally, feedback loops matter. Short pulse surveys after each PTM, along with a visible tracker of concerns resolved and initiatives launched, build trust and demonstrate that voices lead to change. As GMS Kurhama’s experience shows, consistent, compassionate engagement transforms PTMs from periodic rituals into the backbone of a caring school ecosystem. When families and schools meet regularly with purpose, students benefit from clarity, continuity, and a community that believes in their growth. This is the bridge between home and school—strong, lived, and oriented toward every child’s flourishing.
Haroon Rashid Bhat is a teacher and columnist, can be reached at minamharoon123@gmail.com.
