Building Bridges, Not Walls: Enriching Parents–Teachers Relationships in the Best Interest of the Child
The Parent–Teacher Forum (PTF) exists to strengthen the sacred partnership between home and school. At its core, the PTF works to improve communication between parents and teachers, support learning environments through fundraising and volunteering, and provide a meaningful platform where parents can express their views and collaborate with the school on programs and policies.
The Origin of the Parent–Teacher Movement
More than a century ago, two visionaries, Alice McLellan Birney and Phoebe Apperson Hearst recognised a truth still often forgotten: Education must transcend classrooms, tests, and routines. It must be a shared mission between school and home.
They founded what we now know as the Parent–Teacher Association (PTA), not as a school initiative, but as a parent-driven movement, a bold insistence that parents deserve a seat at the table and an active role in shaping the environment where their children are nurtured, disciplined, educated, and formed. That legacy is what we honour and revive through the Parent–Teacher Forum (PTF) of today.
Vision and Role of the PTF
The purpose of the PTF is to contribute to the development and improvement of all aspects of school life which includes; academic, moral, cultural, sporting, extracurricular, relational, and organizational by fostering:
- Mutual understanding and cooperation
- Effective communication between parents, teachers, administrators, and governing bodies
- Stronger relationships between home and school
- High moral, ethical, and cultural standards
- Safe, nurturing environments where children are seen, guided, and supported
The PTF is not a structure of convenience, it is a movement of responsibility and shared commitment to the child’s best interest.
Inaugural TeacherFIRE® Parents–Teachers Forum
On Saturday, November 1, 2025, LawGuard360® LLC held the inaugural TeacherFIRE® Parents–Teachers Forum, an intentional gathering positioned to revive and strengthen the sacred partnership between the home and school for the best interest of the child, discussing the theme: “Building Bridges, Not Walls: Enriching Parent–Teacher Relationships in the Best Interest of the Child.”
This Forum is an offshoot of the TeacherFIRE® Revolution, founded in 2010 and led by Mr. Taiwo Akinlami, Family Attorney, Child Safeguarding & Protection Advocate, Parenting Ideologue, and respected family-strengthening voice across Africa and globally.
The TeacherFIRE® Revolution has trained and inspired over 25,000 educators and school leaders, partnered with families, and received validation from UNICEF, APEN, NAPPS, and other respected education stakeholders.
This inaugural gathering marks the beginning of a quarterly forum, a standing platform where parents, educators, and school leaders will continue to learn, align, grow, and build together for the sake of our precious children.
📌 Rewatch the full conversation:
https://youtube.com/live/l58JBe-TTIk
👥 Join the WhatsApp Community:
https://chat.whatsapp.com/LQYo49lXYKS1H7ici0D4WY?mode=wwt
💬 Join the Telegram Community:
https://t.me/+altkK7N9aetmMzVk
Parents–School Partnership Checklist for Safeguarding & Child Protection
Creating a friendly, safe, and nurturing environment for children requires active collaboration between schools and parents.
- Child Protection Information: Parents are informed about the school’s Child Safeguarding and Protection Policy/System at admission.
- Admission Communication: All admission materials reference the Child Safeguarding Policy/System.
- Policy Accessibility: A summarized version is on the school website and attached to admission letters.
- Medical Information: Parents provide full medical disclosures; tests conducted when required.
- Parent Orientation: Parents are briefed on the safeguarding system and their roles.
- Parent Training: Regular safeguarding training jointly organized with parents’ body.
- PTA Child Protection Committee: Exists within PTA and receives regular updates.
- Anti-Bullying Cooperation: Parents informed about roles in preventing/responding to bullying.
- Parental Consent: Written consent required for extracurricular/physically demanding activities.
- Abuse Case Communication: Parents promptly informed by Head/DSL in any abuse case.
- Custody & Access: Managed in line with legal orders; release only to registered parent’s consent.
- Professional Communication: Calm, objective, empathetic communication in safeguarding matters.
- Fee Relationship: Respectful handling of fee matters; no child humiliated or degraded.
- Reporting Suspicions of Abuse: All suspicions reported to DSL and handled per policy and law.
Conclusion
Strengthening parent–teacher relationships requires commitment, structure, clarity of roles, and a shared understanding that the child’s wellbeing is the ultimate priority. Real collaboration means uncomfortable conversations, aligned expectations, and systems that support accountability on both sides.
