Written by: Emilia

Edited by: Noah

First, advisor-student conferences (ASCs) were announced. Now, student-parent-teacher conferences (SPTCs) are also being introduced. What similarity do they share? They are both new ways of making school conversations more student-oriented.

For the first time, ISM is inviting students to join in the upcoming October Student Parent Teacher Conferences. Traditionally, PTCs have been one-on-one conversations between parents and teachers. The admin is breaking tradition this year by encouraging students to attend these conferences. The goal is to foster a stronger partnership between teachers, students, and parents to support positive growth and collaboration. 

When asked why he decided to include students in PTCs, HS principal Mr. Birchenall shared, “I think most international schools around the world already have this system in place, so I think we’re a little bit late to the party in that aspect. And if you look at our mission, it’s [about] welcome [and] honest communication… It seems odd if we didn’t do it.” He also highlighted several reasons for launching SPTCs. According to him, it is more respectful to have students present for discussions about their progress. Research suggests that students feel more encouraged and engaged when they are part of the process. Plus, SPTCs ensure everyone in the room hears the same message, to efficiently close the feedback loop. 

While including students in the conferences has its benefits, it also raises concerns about potentially more censored or less explicit conversations. When asked about this, Mr. Birchenall said, “I try to think what a teacher [might] want to say to a parent that they wouldn’t say in front of a student, and I couldn’t think of anything.” On the other hand, Ms. Wang, who teaches Chinese, offered a different perspective. She suggested that there needs to be a more careful and potentially less explicit approach to conducting SPTC.  She added that it might take a few years to find the best way to approach a three-party PTC. Ultimately, conversations in SPTCs may need a delicate balance between full openness and thoughtful consideration as teachers adapt to this new format. 

A major factor in the success of SPTCs is whether students will actually attend. The HS admin hopes for a 75% student turnout but predicts only about 35% of these students will come. They believe that younger students, particularly freshmen, may be more open to the idea of being at PTCs due to their prior experience with student-led conferences in elementary and middle school. However, older students might be less inclined to participate, making student engagement a key challenge in this new approach.

We spoke to a few students about their decision to either attend or skip the SPTCs. Aniya (10) chose to attend, saying, “I want to hear what my teachers [have to say directly to me]. I want to know exactly how to improve and… it won’t be coming from my parents who might not explain everything correct[ly].” On the other hand, Jet (9), who is opting out, shared, “I’m not going because I’m afraid my teacher will unintentionally say things that my parents won’t like, or my parents [might] ask embarrassing questions.” These differing perspectives highlight the mixed reactions of the student body towards joining SPTCs, reflecting both the potential benefits and anxieties surrounding this change.

The inclusion of students in PTCs marks a significant shift toward promoting open communication between parents, students, and teachers. Though challenges may arise, such as the need to keep conversations open and uncensored, this change could empower students by giving them a voice in discussions about their education. Only time will tell how this new initiative might shape a more supportive and collaborative learning environment.