- Dr Mercy Igoki says everyday school transport routines can teach children responsibility and independence.
- Simple expectations around preparation, punctuality and carrying school bags can develop lifelong habits.
- Parents should provide age-appropriate support while gradually allowing children to take greater responsibility.
The daily journey to and from school is more than a transport arrangement. It is an opportunity to teach children punctuality, responsibility, independence, consideration for others and decision-making.
A good routine should consider the child’s age, ability, safety and agreed pick-up and drop-off times. Children need enough time to wake up, bathe, dress, take breakfast, check their timetable, pack their bags and prepare without feeling rushed or harassed.
Consistency matters. Regular sleeping, waking and departure times help children develop discipline. Younger children may need more guidance, but responsibility should gradually increase as they mature.
Where it is safe and practical, children using school transport should wait at an agreed point such as the estate, court, apartment or home-compound gate. When a bus enters every compound and waits at each doorstep, children may learn that everyone else will adjust to their timing.
Life, however, will not always wait at their doorstep.
A school bus carries several learners. Waiting at every house creates delays and may also cause noise, obstruct traffic or block neighbours’ driveways. A common pick-up point therefore benefits the child, parent, school transport team and neighbourhood.
The same principle applies to children driven by parents, guardians or hired drivers. They should prepare with the departure time in mind, not with the vehicle in mind. If departure is at 6:30 a.m., or whatever other time, the child should be ready by then, rather than begin looking for shoes, books or a water bottle when the car arrives.
Children should also pack and carry or pull their school bags to the waiting transport. Through this simple routine, they learn that their education belongs to them. Parents may provide fees, books, transport, guidance and encouragement, but they cannot receive an education on the child’s behalf.
Parents are there to support their children, not to do life for them.
Support according to age and ability
Drop-off arrangements should be equally clear and safe, with an agreed place, approximate time and responsible adults available where necessary. Predictability helps children feel secure and learn to follow a schedule.
Naturally, responsibilities should be appropriate to the child’s age and ability. Support should be provided for very young children, children living with disabilities, those who are unwell or injured, or when a bag is unusually heavy. Unfavourable weather, for example during rainy seasons, may require special arrangements.
These lessons do not always require formal instruction. Through consistent routines, children naturally learn:
“My time matters. Other people’s time matters. My education is my responsibility. My neighbours’ comfort matters.”
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The journey may simply be taking a child to and from school, but the habits formed around it are preparing that child for life.
Dr Igoki is a career coach.
By Dr Mercy Igoki
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