The behaviour, attitude and seriousness of many pupils and students are often influenced by the environment in which they are raised. The values they learn at home, the parenting style they experience and the level of parental involvement in their lives can either support or undermine the efforts of teachers and schools to bring out the best in them.
Teachers should therefore make reasonable efforts to understand the backgrounds of their wards. This does not mean invading the privacy of families or attempting to uncover information that is not relevant to the child’s education. Rather, it means having a proper understanding of circumstances that may help the school provide appropriate guidance, support and correction.
Every child comes from a different home and may be exposed to different experiences. Some children may grow up in homes where discipline, respect, honesty and responsibility are strongly encouraged, while others may not receive the same level of structure or supervision.
Sometimes, a child may be taught positive values at school but return home to an environment where those values are not reinforced. When this happens repeatedly, the efforts of the school can be weakened, and the child may struggle to maintain the positive behaviours being encouraged in the classroom.
For example, a school may consistently teach a child the importance of punctuality, respect for authority and responsible conduct, but if these values are not taken seriously at home, the child may receive conflicting messages. Over time, this inconsistency can affect the child’s ability to internalise what is being taught.
This is why parents, guardians and schools must work together.
Good communication between teachers and parents can help both sides understand what may be influencing a child’s behaviour and academic performance. Teachers can share relevant observations from school, while parents can provide useful information about circumstances at home that may affect the child’s conduct or learning.
Where a serious concern is identified, the school should use appropriate professional and safeguarding channels rather than attempting to handle complex family issues independently. Counsellors, school management and other qualified professionals may need to be involved where necessary.
A security-conscious teacher understands that effective correction requires understanding. Before judging a child’s behaviour, it is important to consider what may be influencing that behaviour and determine the appropriate way to respond.
Understanding a ward’s background does not mean excusing wrongdoing. Rather, it provides valuable context for choosing the right approach to correction, guidance and rehabilitation.
When parents and schools provide consistent values, clear boundaries, proper supervision and positive encouragement, children are more likely to develop into responsible, ethical and productive members of society.
The foundation of a child’s upbringing matters. Where that foundation needs strengthening, parents, teachers and other responsible adults must work together through appropriate channels to provide the support required.
Quote
“Understanding a ward’s background can help teachers provide the right guidance and support for successful nurturing.”
Just be good. Reflect. Stay alert.
Moruf Yusuf (Ojogbon)
ANIPR, MISN, FCAI, FIIM, MSPSP
📧 maarufism@gmail.com
📧 thesecuremind2026@gmail.com
📞 +2348035479930, +2348028286064
#TheSecureMind
Tuesday, 15th September, 2026
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