Is Your School Father-Friendly?

By Sarah Bolme, MSW, Crest Publications, Renton, WA

     A father’s involvement in the life of a child is priceless.  Children whose fathers are involved in their lives are less likely to be poor, have psychological problems, commit crimes, experience sexual and physical abuse, abuse drugs and alcohol, and are more likely to perform well academically. 

     Fathers are particularly important in preparing children for the outside world and in inspiring them to develop social skills.  One study demonstrated that the preschoolers who had spent more time playing with their dads were more sociable when they entered preschool.  Another study indicated that the single most important factor in developing empathy is paternal involvement and that children whose fathers are involved in guiding and teaching them are more likely to think of themselves as productive, industrious, and caring members of society. 

     Yet, tragically, fatherless-ness has become an epidemic in our society.  One out of every four children lives in a single-parent home (the vast majority are single-mother homes) and almost half of the children living absent their father have not seen their father at all during the past year.  Children who live apart from their biological fathers are two to three times more likely to have educational, emotional, and behavioral problems than their peers who live with their married (biological or adoptive) parents.

     Since more children are living in single mother homes and since mothers are traditionally the parent that interacts with teachers and school officials, it is easy for schools to fall into the trap of catering to mothers and inadvertently leaving fathers on the sideline.  Yet, any and all efforts schools can make to nurture and encourage fathers’ involvement in the lives of their children will not only help the children, but will also maximize the impact of teachers educational efforts.

     In light of the research demonstrating the incredible impact of father involvement on the development and well-being of their children, encouraging fathers’ participation with their children should be an important element of every school program.  Because it is so easy to exclusively cater to mothers, schools must make an intentional effort to create a father-friendly environment.

     Take a moment to assess your school.  Is it father-friendly?  The following questions can help you assess how well your school is doing to encourage father participation.

Does your school have pictures of fathers interacting with their children hanging on the walls?

Does your school have books in each classroom that feature fathers or grandfathers in the lives of their children?  (The National Association for the Education of Young Children features a list of such books on their website at www.naeyc.org.)

Do the materials you mail and hand out to parents include material and graphics geared toward fathers?

Do you offer parent-teacher conferences to both mothers and fathers? Do you provide the opportunity for separate appointments for those parents who are divorced or not living together?

     Does your school feature a “Daddy Day,” a special classroom event or fieldtrip where only dads (or uncles, grandfathers, and male family friends for those whose dads are not able to attend) are allowed?

     Any small way your school or classroom can encourage and nurture fathers’ relationships and involvement with their children will benefit the children in your school, your academic efforts, and, in the long run, the future of our society.

Sarah Bolme, MSW and her husband, Edward, are the creators of Baby Bible Board Books™.  These books feature stories from the life of Jesus for infants, toddlers, and preschoolers.  Visit them on the web at www.babybibleboardbooks.com.