I Don't Want to Go to School Today: A Guide for Parents

Christine Linge is a Toronto-based freelance writer.

Written by a school principal, this guide is designed to provide easy
access to pertinent information about common school dilemmas. Parents of
elementary-school children can consult the manual about subjects ranging
from “Starting a New School” to “Bullying” and “Buses.” Many
of the 24 chapters deal with school regulations and procedures, or with
the personnel whom the pupil and parent will encounter, their
responsibilities and spheres of influence. Chapters on less familiar
topics (class lists, rotary, etc.) may awaken parents to hitherto
unsuspected troublespots.

The author’s path to solving most crises is through effective
communication with school staff. He prepares the parent for these
confrontations by describing the modus operandi of the teacher and
principal, and the tools that are used (report cards, special/gifted
classes, parent/teacher interviews, etc.) Often he advises several phone
calls to the principal and teacher, an avenue that many parents,
remembering their own school days, might hesitate to follow. While
Anderson repeatedly encourages parents to keep the lines of
communication open during, before, and after a crisis, he does not
address many parents’ fear that rocking the boat will cause a subtle
backlash against their children.

The book’s title, which suggests that parents become involved with
their child’s school only when responding to a crisis, does not
actually reflect the main thrust of the book. Anderson wants “to
impress upon you just how much influence and control that you really
have over your child’s school life. It is up to you to ask questions
of teachers and principals in order to provide you with sufficient
information to be able to assist your son or daughter.” Armed with the
“inside” information that this book provides, parents may perhaps
feel empowered to make their presence felt in the school system.

Cheerful cartoon illustrations and a clear typeface enhance this
approachable book, which is only slightly marred by the relaxed
editorial control and several typographical slips. These drawbacks
should not keep readers from appreciating Anderson’s comprehensive,
useful, and upbeat manual on how to influence the elementary-school
system in a positive manner.