Parents Dreams Meet the Reality of the Classroom

Parents Dreams Meet the Reality of the Classroom

Jul 25 , 2026. By Kidist Yidnekachew ( Kidist Yidnekachew is interested in art, human nature and behaviour. She has studied psychology, journalism and communications and can be reached at (kaymina21@gmail.com) )

Parents routinely endure financial hardship and personal sacrifice to provide quality education for their children. Their hopes often extend beyond academic achievement to a vision of a better future. This places considerable pressure on students, particularly in highly valued subjects such as English. Research shows that positive and engaging learning environments improve retention and understanding. The challenge for educators lies in combining rigorous instruction with opportunities for play and discovery.

I suppose I should not be surprised by the immense value our society places on education. It is reflected in the sayings we hear throughout our lives, phrases so deeply woven into everyday conversation that they shape how we think about success, opportunity, and even character.

Take, for instance, “yetemare yigdlegn,” which loosely translates to “better to be killed by an educated man.” It does not literally glorify death. Rather, it is a dramatic way of expressing the belief that education cultivates reason, ethics, and a higher standard of conduct. Another common saying, “ye bela ina yetemare wedko aywedkim,” suggests that a person who is fed and educated will not fall, or if they do, they will not remain down for long. These expressions, along with countless others, reveal the elevated place formal education occupies in our society. It is viewed as the most reliable safeguard against an uncertain future.

This reverence is hardly new. Most of us grew up hearing stories about the sacrifices parents make to educate their children. More importantly, we have witnessed those sacrifices ourselves. We have seen mothers and fathers forgo basic comforts, work long hours, and endure immense hardship simply to keep their families afloat. Yet despite these challenges, they continue to invest whatever resources they can spare in their children's education.

Recently, I have been spending time around schools again, and it reminded me just how deeply parents value educational opportunities. You see it in the crowds gathered at school gates and in the tired yet determined faces of parents dropping off their children each day. Many are willing to pay significant costs, endure long commutes, and sacrifice their own comfort if it means giving their children access to a better education.

Viewed through a psychological lens, this goes far beyond a desire for good grades. In societies where daily life can be unforgiving, it often reflects a powerful form of intergenerational aspiration. Parents project hopes, ambitions, and unrealised opportunities onto their children. When circumstances limit their own ability to achieve certain goals, those aspirations are transferred to the next generation. A child’s success becomes, in many ways, a parent's victory over challenges they could not overcome themselves.

It is a remarkable act of hope. Yet it also places a significant, often invisible burden on students. They are not merely studying for examinations. In many cases, they carry the expectations, sacrifices, and deferred dreams of their families.

This is especially evident in the emphasis many parents place on language education, particularly English. It is often viewed as a gateway to opportunities beyond national borders and as a tool that can help children overcome limitations faced by previous generations.

Standing at the front of a classroom and witnessing these expectations firsthand is both humbling and rewarding. Recently, I was reminded of how fulfilling teaching can be. Teaching is not simply about delivering information. When students are engaged, attentive, and genuinely curious, the experience becomes collaborative. There is a unique satisfaction in watching understanding take shape and seeing confidence grow as new concepts begin to make sense.

Yet classrooms rarely resemble the quiet, perfectly focused environments people often imagine.

Students, after all, are still children. As eager as they may be to learn, they are equally eager to play. They want to laugh, interact, and enjoy themselves. Their attention shifts easily, especially during the summer months. While they may be excited to acquire new skills and knowledge, their instincts are also telling them that this is a season meant for rest, exploration, and recreation.

It is easy to view this desire for play as an obstacle to learning, particularly when parents are making such significant sacrifices to provide educational opportunities. Yet research in cognitive and developmental psychology suggests the opposite.

Play is not separate from learning; it is one of its most effective tools. Children and young adults are naturally inclined to understand the world through interaction, experimentation, and play. Through games and social activities, they develop emotional regulation, learn to navigate social dynamics, test boundaries, and strengthen critical cognitive functions.

Research consistently shows that students absorb information more effectively when they are in positive, low-stress environments. Enjoyment and engagement support memory formation and improve retention. Students often learn new concepts more quickly and remember them longer when learning is integrated into enjoyable activities rather than presented solely through repetition and memorisation.

This is where the challenge for educators emerges.

Teaching requires balancing structure with freedom, discipline with enjoyment, and academic progress with the developmental needs of young people. The classroom becomes a meeting point between the weight of parental sacrifice and the natural energy of youth.

For educators, particularly those working in summer programmes, the task is not simply to teach. It is to honour the sacrifices parents make while preserving the curiosity and enthusiasm that allow students to learn most effectively. The goal is to create an environment where rigorous learning and meaningful enjoyment can coexist.

Perhaps that is where our understanding of those familiar sayings can evolve. Education remains one of the most powerful tools a person can possess. Yet true learning is not built on discipline alone. A person who receives an education may not fall, but a person who learns while maintaining the freedom to explore, question, and play may be even better prepared for the world ahead.

PUBLISHED ON Jul 25,2026 [ VOL 27 , NO 1369]