Retired teacher’s candid message to parents criticizing the education system goes viral.
Countless individuals express their viewpoints on subjects such as childcare, education, and the overall state of the school system. There is no shortage of opinions when it comes to discussing how our society should support and nurture its young members. Everyone seems to have a take on what makes a robust educational structure, whether it is the teachers’ approach, the curriculum choices, or the involvement of families and communities in shaping the future of our children.
It is often argued that few concerns are as fundamental as ensuring that every effort is made to properly guide and care for the next generation as they navigate one of the most critical periods of their lives. When we consider what matters most, the emphasis is clearly on safeguarding a nurturing environment where children can develop safely and effectively. This issue sits at the intersection of public interest and personal commitment, highlighting a universal desire to provide the best start for every young person.
Among those who are quick to criticize and dissect the various facets of our education system, one retired teacher’s fervent outcry has resonated more powerfully than most. This particular individual, who once worked directly in the classroom, managed to capture public attention with a letter that quickly went viral. The intensity and clarity of her perspectives have set her apart, as she challenges conventional wisdom and invites a deeper examination of who truly bears the responsibility for current educational challenges.
The educator at the center of this controversy, Lisa Roberson, sent shockwaves through the community when she penned an open letter that was published in the Augusta Chronicle in 2017. Her piercing words have continued to fuel debates, with critics and supporters alike pondering whether it is the fault of the parents or the teachers when it comes to the issues plaguing the school system. Her statement has since become a pivotal point of reference in discussions about educational reform and responsibility.
This powerful letter was written long before the onset of the global pandemic, at a time when schools operated under different challenges and expectations. Because the letter was crafted before the sweeping changes introduced in response to COVID-19, it offers a snapshot of pre-pandemic concerns about education that now contrast sharply with the newer, more dynamic environment of learning today. The timing of her remarks underscores how longstanding many of these debates have been, regardless of recent global disruptions.
In the face of unprecedented changes during the pandemic, many of those alterations to the education system were met with both praise and criticism. People across the United States voiced divergent opinions about the effectiveness and fairness of these adjustments. The public dialogue has only intensified the scrutiny over how education is managed and reformed, with many arguing that deep-seated issues remain unresolved. This situation continues to kindle spirited discussions about the best ways to support both students and teachers in a rapidly changing world.
For Lisa Roberson, however, the root of the problem does not lie with educators themselves, as has been suggested by certain critics over recent years, but rather with the parents of the students. In her pointed analysis, she asserts that the deficiencies observed in the educational system are significantly influenced by the lack of proper support and guidance provided at home. Her perspective forces a reflection on the responsibilities that families bear when it comes to preparing their children for the challenges they will face in school and in life.
“As a retired teacher, I am sick of people who know nothing about public schools or have not been in a classroom recently deciding how to fix our education system,” read Roberson’s letter, her words laden with years of firsthand experience and undeniable passion. The statement carries a strong message that echoes her frustration with critics who offer solutions without a true grasp of the daily struggles faced by educators. Her candidness forces readers to confront the reality of what happens behind classroom doors, far removed from theoretical debates.
“The teachers are not the problem! Parents are the problem! They are not teaching their children manners, respect or even general knowledge of how to get along with others,” she continued, emphasizing that the challenges in modern education stem from the home environment rather than the skills or dedication of the teachers. Roberson’s tone is uncompromising as she delineates the responsibilities of every adult in a child’s life, insisting that what is often labeled as systemic failure is deeply rooted in family dynamics and choices made outside the school context.
“The children come to school in shoes that cost more than the teacher’s entire outfit, but have no pencil or paper. Who provides them? The teachers often provide them out of their own pockets,” she declared, painting a picture of the stark disparities between appearance and substance in the educational process. The vivid imagery she employs serves as a critique of how socioeconomic markers do not necessarily equate to academic readiness, underlining the need for parents to focus on the practical aspects of preparing their children for a day in school rather than just superficial presentations.
“When you look at schools that are ‘failing,’ look at the parents and students. Do parents come to parent nights? Do they talk with teachers regularly? Do they make sure their children are prepared by having the necessary supplies? Do they make sure their children do their homework?” Roberson questions, urging readers to examine the level of involvement and support provided by families. Her inquiry suggests that the issues faced by many schools are not isolated incidents of institutional failure but rather mirror the ongoing neglect of parental duties. Her rhetorical questions challenge everyone to rethink the genuine causes behind underperformance in educational settings.
“Do they have working telephone numbers? Do the students take notes in class? Do they do their homework? Do the students listen in class, or are they the sources of class disruptions?” she continued to probe, layering her argument with further challenges aimed at highlighting a recurring pattern in family behaviors. Roberson’s series of pointed questions is designed to force self-reflection among parents and society as a whole. The message is clear: a school’s shortcomings often reflect deeper issues within the community and home environment that must be addressed if real progress is to be made.
“When you look at these factors, you will see that it is not schools that are failing but the parents. Teachers cannot do their jobs and the parents’ job. Until parents step up and do their job, nothing is going to get better!” Her declaration brings the argument full circle by asserting that effective education requires active participation from both educators and parents. In her impassioned call to action, Roberson underscores that without a partnership between schools and families, the systemic issues that hinder academic success will persist, leaving future generations without the essential support they need to thrive.
Unsurprisingly, this open letter stirred a considerable amount of controversy and discussion. It introduced a provocative viewpoint that shifted the focus from blaming educational institutions alone to understanding the collective responsibility of all adults in a child’s life. The points raised in her letter have since fueled debates and conversations across various platforms, compelling communities to question and reexamine the root causes of the challenges facing modern education, and whether new solutions might begin with a renewed focus on the roles parents play.
What do you think of the letter? Are parents to blame? Or does the full responsibility lie at the feet of the teachers? Let us know in the comments.
