Collaboration Between Schools and Families in Character Education Considered Weak

Collaboration between schools and families in children’s character education is still considered suboptimal. Although both parties play an important role in shaping values and behavior, cooperation often remains limited and inconsistent. This situation affects the consistency of character development for children.

In schools, character education is typically delivered through rules, routines, and specific learning activities. At home, children encounter different parenting styles and values. Without consistent communication between schools and parents, children may receive mixed messages about the attitudes and behaviors expected of them.

The weakness of collaboration is also evident in limited parental involvement, which often focuses only on administrative tasks or ceremonial events. Opportunities to discuss children’s character development, social challenges, and emotional needs are rarely utilized. As a result, character education efforts often occur independently, without mutually reinforcing support.

Teachers and parents generally share the same concern for children’s development, but time constraints and communication barriers remain major challenges. Not all parents have sufficient access or understanding of school-based character programs, while teachers face heavy workloads that limit more intensive family engagement.

Strengthening collaboration between schools and families requires shared commitment. Open communication, active parental involvement, and alignment of values at home and school can reinforce character education. With stronger cooperation, character education can be implemented more consistently and have a meaningful impact on children’s development.