When selecting a school for children, parents ask a fundamental yet profound question: Why should we enrol our child in your school? This concern transcends borders, reflecting universal priorities in education – quality teaching, safety, values, and future opportunities. Research consistently highlights these shared anxieties including parents’ preference towards academic reputation, learning environment, and socioemotional development, trends observed in diverse contexts (UNESCO, 2021). Similarly, in Pakistan, these concerns take on unique cultural and socioeconomic dimensions; factors such as affordability, religious education, and Urdu/English medium instruction shape decisions (Ashraf, 2019). Drawing on this blend of global and Pakistani-specific evidence, this blog post explores what Pakistani parents prioritise in schools and why.

During my extensive visits to schools in Sindh, Pakistan, as part of a competitive funding project for a nationwide research study on assessing student learning and teaching practices, I engaged in informal discussions with school administrators. These conversations revealed that such dialogue is prevalent in private schools. In-depth discussions with administrators (n=9) at nine private schools highlighted several key factors influencing parental decision-making. It emerged that parents are becoming increasingly discerning, carefully evaluating various aspects of student development before selecting a school.

Disciplinary practices

A predominant theme in these discussions is the importance of disciplinary practices. Parents believe that schools are responsible not only for academic education but also for shaping student behaviour and instilling discipline, reflecting broader societal concerns about children’s social and moral development. This expectation suggests that parents want schools to create a structured environment promoting both cognitive and social growth (Darling-Hammond & Cook-Harvey, 2018). Clear behavioural expectations and well-structured, supportive discipline systems can reflect a school’s commitment to providing a safe and orderly environment, which in turn supports better academic outcomes – provided such systems are implemented in a fair, inclusive and non-punitive manner (Kutsyuruba et al., 2015).

Safety and security

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‘A safe environment free from bullying, discrimination and harassment is crucial for a child’s development.’

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A critical concern for parents is safety and security. With growing concerns over child safety, parents are increasingly focused on the protective measures schools have in place. The rise in criminal activities involving children (such as abuse or violence) has heightened parental concerns and led to increased expectations for comprehensive safety protocols that ensure the protection of all students, regardless of gender (UNESCO, 2017). Research shows that perceived safety is a decisive factor in parental choice, particularly in urban areas with higher crime risks (Billingham et al., 2020). Additionally, safety includes emotional and psychological wellbeing. A safe environment free from bullying, discrimination and harassment is crucial for a child’s development (Domínguez-Martínez & Robles, 2019).

Avoidance of additional tuition

Financial concerns also weigh heavily on parents’ minds, especially the burden of additional tuition outside of regular school hours. Many parents prefer schools that provide a high-quality educational experience, thereby negating the need for supplementary lessons or private tutors. Parents increasingly seek schools that offer a comprehensive education, eliminating the need for extra academic support (Ille & Peacey, 2019). Moreover, parents’ desire for cost-effective education aligns with their expectation that schools deliver a well-rounded learning experience without the added financial strain of outside tutoring (Mousumi & Kusakabe, 2019).

English language learning

A prominent concern among parents and school administration is language acquisition, particularly English proficiency. Given English’s importance in global education, business, and communication, many parents prioritise schools with strong language programmes to ensure their children are proficient in reading, writing and speaking English. This focus aligns with global trends, as research shows that English proficiency is a key determinant of success in the modern world (Rose et al., 2020). Additionally, parents expect schools to provide a comprehensive approach to language learning, covering all four essential skills: listening, speaking, reading and writing. This reflects the growing demand for effective communication skills in an interconnected, globalised society (Le Menestrel & Takanishi, 2017).

Extracurricular activities and sports

Finally, the availability of extracurricular activities is a crucial factor in parental decision-making. Parents seek schools offering a wide range of opportunities, including sports, arts and clubs, believing these activities are essential for their children’s overall development. Extracurricular activities also contribute to a more holistic education, fostering physical fitness and emotional well-being alongside academic achievement (Lewallen et al., 2015).

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‘Parents are increasingly seeking a balanced education that transcends academic achievement, incorporating safety, discipline, extracurricular activities and the cultivation of life skills.’

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Conclusion

The preferences expressed by parents in Pakistan when choosing schools reflect a broader approach to preparing children for real-life challenges. The increasing emphasis on strong communication skills, especially in English, underscores the growing importance of global connectivity and professional success. Similarly, the focus on disciplinary practices ensures that children develop the personal responsibility and societal participation required for success in life. Parents are increasingly seeking a balanced education that transcends academic achievement, incorporating safety, discipline, extracurricular activities and the cultivation of life skills. This holistic perspective aligns with contemporary educational paradigms, which emphasise nurturing well-rounded individuals capable of thriving in both academic and social spheres.

Do these priorities resonate with parents in your country? How might cultural or economic differences shape what families value in education? As debates on schooling evolve, further research could explore how global trends such as digital literacy or mental health support are reshaping parental expectations in diverse contexts, including Pakistan’s fast-changing educational landscape.

References

Ashraf, S. (2019). Parents’ views regarding their children’s education and future in Pakistan [Doctoral thesis, University College London]. https://discovery.ucl.ac.uk/id/eprint/10075762/

Billingham, C. M., Kimelberg, S. M., Faude, S., & Hunt, M. O. (2020). In search of a safe school: Racialized perceptions of security and the school choice process. The Sociological Quarterly, 61(3), 474–499. https://doi.org/10.1080/00380253.2019.1711257

Darling-Hammond, L., & Cook-Harvey, C. M. (2018). Educating the Whole Child: Improving School Climate to Support Student Success. Learning Policy Institute.

Domínguez-Martínez, T., & Robles, R. (2019). Preventing transphobic bullying and promoting inclusive educational environments: Literature review and implementing recommendations. Archives of Medical Research, 50(8), 543-555. https://doi.org/10.1016/j.arcmed.2019.10.009

Ille, S., & Peacey, M. (2019). Forced private tutoring in Egypt: Moving away from a corrupt social norm. International Journal of Educational Development, 66, 105–118. https://doi.org/10.1016/j.ijedudev.2018.12.003

Kutsyuruba, B., Klinger, D., & Hussain, A. (2015). Relationships among school climate, school safety, and student achievement and well-being: A review of the literature. Review of Education, 3(2), 103–135. https://doi.org/10.1002/rev3.3043

Le Menestrel, S., & Takanishi, R. (Eds.). (2017). Promoting the educational success of children and youth learning English: Promising futures. National Academies Press.

Lewallen, T. C., Hunt, H., Potts-Datema, W., Zaza, S., & Giles, W. (2015). The Whole School, Whole Community, Whole Child Model: A new approach for improving educational attainment and healthy development for students. Journal of School Health, 85, 729–739. https://doi.org/10.1111/josh.12310

Mousumi, M. A., & Kusakabe, T. (2017). The dilemmas of school choice: Do parents really ‘choose’ low-fee private schools in Delhi, India? Compare: A Journal of Comparative and International Education, 49(2), 230–248. https://doi.org/10.1080/03057925.2017.1401451

Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149–2161. https://doi.org/10.1080/03075079.2019.1590690

UNESCO. (2017). School violence and bullying: global status report. https://doi.org/10.54675/POIV1573

UNESCO. (2021). Global education monitoring report, 2021/2: Non-state actors in education: Who chooses? Who loses? https://doi.org/10.54676/XJFS2343