- Astiba Kebong’o argues that end-of-term report cards should become opportunities for growth rather than sources of fear and anxiety.
- He urges parents, teachers, schools and learners to embrace the Competency-Based Curriculum’s holistic approach by nurturing talents, resilience and character alongside academic achievement.
- The educationist says every child deserves encouragement, understanding and guidance, regardless of examination results.
Why parents, teachers, schools and learners must transform end-of-term results into opportunities for growth, resilience and lifelong success.
The end of every school term is one of the most emotional moments in a family’s calendar. Across Kenya, millions of learners leave school carrying report cards that reflect months of learning, perseverance, achievements, setbacks and personal growth. Today, however, many parents receive examination results electronically before their children even arrive home. By the time the school bus pulls into the compound, emotions have already begun to shape conversations that may either build a child’s confidence or diminish it.
For decades, the end-of-term report card has remained one of the most important communication tools between the school and the home. It provides parents, guardians, teachers and learners with an opportunity to evaluate academic progress, celebrate achievements, identify challenges and plan for improvement. More importantly, it provides an opportunity to strengthen the partnership between the school and the family in nurturing every learner.
Yet one important question deserves our attention: Do we truly understand the purpose of a report card?
Far too often, report cards are interpreted as final judgments on a child’s intelligence and future. Excellent grades are celebrated as though they guarantee lifelong success, while disappointing grades are sometimes viewed as evidence of failure. Such perceptions place enormous pressure on children and overlook the broader purpose of education.
A report card is a record of performance over a specific period. It measures academic progress, but it does not measure a child’s integrity, kindness, creativity, resilience, leadership, emotional intelligence, determination or future potential. It is a milestone—not the destination.
As Kenya continues to strengthen its education system, the Competency-Based Curriculum (CBC) reminds us that education extends beyond examination scores. The curriculum seeks to develop competent, creative, ethical and responsible citizens by nurturing values, talents, communication, collaboration, critical thinking and problem-solving skills. This holistic approach challenges parents and educators to look beyond grades and appreciate the whole child.
When results reach home before the learner
Technology has transformed communication between schools and parents. Through SMS, online portals, email and messaging platforms, many schools now release examination results before learners leave school.
While this has enhanced transparency and parental involvement, it has also introduced a new challenge. Parents often process results emotionally before seeing their children. Excitement, anxiety, disappointment, frustration or even anger may begin long before the learner walks through the front door.
Unfortunately, some parents react immediately. They make emotional phone calls demanding explanations, compare their children with siblings or neighbours, threaten punishment or express disappointment before understanding the circumstances surrounding the learner’s performance.
Such reactions rarely improve academic outcomes. Instead, they create fear, anxiety, guilt and emotional distance between parents and their children. Some learners travel home worried less about the grades themselves and more about the reception awaiting them.
Renowned psychologist Daniel Goleman, whose work on emotional intelligence has influenced education and leadership worldwide, argues that the ability to recognise and regulate our emotions is fundamental to healthy relationships and sound decision-making.
Parents therefore need emotional intelligence just as much as learners need academic intelligence.
Before responding to examination results, every parent should pause and ask:
- What circumstances may have contributed to these results?
- Has my child experienced emotional, health, social or academic challenges during the term?
- What progress has been made, even if expectations were not fully met?
- How can I make this conversation one of encouragement rather than fear?
These simple questions shift the focus from blame to understanding.
The first conversation after examination results are released can either strengthen a child’s confidence or leave emotional scars that linger long after the grades have been forgotten.
Every child is gifted differently
One of the greatest mistakes parents and society make is expecting every learner to excel in exactly the same way.
Children possess different talents, interests, learning styles and aspirations. Some naturally excel in mathematics and sciences, while others demonstrate remarkable ability in languages, sports, music, leadership, technology, innovation, agriculture, entrepreneurship or the creative arts.
Professor Howard Gardner, through his Theory of Multiple Intelligences, reminds us that intelligence exists in many different forms. Academic examinations assess only part of a child’s potential.
Parents and teachers should therefore avoid comparing children with siblings, neighbours, relatives or classmates. Comparison often breeds resentment, discouragement and low self-esteem instead of motivation.
Albert Einstein is widely credited with saying: “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it
…it will live its whole life believing that it is stupid.”
Whether or not the quotation can be definitively attributed to Einstein, its message remains timeless: children should never be judged by a single measure of ability. Every learner deserves the opportunity to discover, develop and maximise their unique potential.
This philosophy aligns with Kenya’s Competency-Based Curriculum (CBC), which recognises that education is not solely about passing examinations but about nurturing competent, creative, ethical and responsible citizens. Parents, teachers and schools must therefore celebrate diverse talents while supporting continuous academic growth.
When learners return home with impressive results, they deserve recognition and appreciation. Success is often the product of discipline, commitment, perseverance, effective study habits and support from parents and teachers. Celebrating achievement motivates learners to remain focused and reinforces positive behaviour.
Many parents promise gifts, money, outings or other rewards when children perform well. While rewards may have a place, they should never become the primary reason for learning.
Educational psychologist Carol Dweck, renowned for her research on the Growth Mindset, encourages parents and teachers to praise effort, persistence, improvement and resilience rather than intelligence or grades alone. Children who understand that abilities can be developed through hard work become more willing to embrace challenges and recover from setbacks.
Instead of asking only, “What grade did you get?” parents might ask:
What did you learn this term?
Which subjects challenged you most, and why?
Which study habits helped you improve?
What goals would you like to achieve next term?
Such conversations nurture curiosity, reflection and a lifelong love of learning.
Responding wisely to disappointing results
The greatest test of parenting often comes when results do not meet expectations.
Disappointing performance should never be met with insults, ridicule, humiliation, threats or physical punishment. Statements such as “You have embarrassed this family,” or “Your cousin performed better than you,” may leave emotional wounds that outlast the report card itself.
Instead, poor performance should become the beginning of a constructive conversation.
Parents should seek to understand the reasons behind the results.
Was the learner struggling with difficult concepts?
Were there health challenges, grief, anxiety or emotional stress?
Did peer pressure, excessive screen time or poor study habits interfere with learning?
Were there attendance challenges or circumstances beyond the learner’s control?
Only after understanding the causes can parents, teachers and learners work together to develop meaningful solutions.
Psychologist Martin Seligman, a pioneer of Positive Psychology, reminds us that hope, optimism, resilience and supportive relationships enable individuals to recover from setbacks more effectively than criticism or punishment.
Failure should therefore be viewed not as a permanent identity but as valuable feedback that points the way towards improvement.
Across the world, concerns about learner anxiety, depression, stress and emotional exhaustion continue to grow. Academic pressure, fear of failure, unrealistic expectations and constant comparison contribute significantly to these challenges.
Children should never feel that their worth depends entirely on examination results.
Parents must remember that acceptance should never be conditional upon grades. Every learner deserves to know that although performance may require improvement, they remain valued, loved and capable of growth.
Schools should continue strengthening guidance and counselling programmes to help learners develop emotional resilience, healthy coping strategies and confidence in their own abilities.
A child’s mental well-being is just as important as academic achievement.
Beyond rewards: building intrinsic motivation
External rewards may encourage short-term effort, but lasting success comes from intrinsic motivation—the inner desire to learn, improve and pursue excellence because learning itself has value.
Parents can nurture intrinsic motivation by encouraging children to:
Set realistic personal goals.
Celebrate progress rather than perfection.
Read beyond the syllabus.
Learn from mistakes.
Develop curiosity.
Appreciate education as preparation for life rather than merely passing examinations.
Children who discover the joy of learning remain motivated even when rewards disappear.
Parents remain a child’s first teachers and lifelong mentors. Their responsibility extends far beyond paying school fees or monitoring examination results.
Parents should create a peaceful home environment that supports learning, maintain open communication with teachers, encourage reading, establish healthy study routines, monitor the responsible use of digital devices, model integrity and discipline, and provide emotional support during both success and disappointment.
Equally important, parents should recognise effort, encourage resilience, celebrate improvement and avoid comparing children with others. Every learner develops at a different pace.
The home should always remain a place of love, guidance, acceptance and hope.
The role of teachers and schools
Teachers are at the heart of every learner’s educational journey. Beyond delivering lessons, they inspire curiosity, identify potential, provide guidance, assess progress, mentor learners and nurture values that extend beyond the classroom.
Teachers deserve appreciation for the countless hours they dedicate to lesson preparation, assessment, remedial teaching, mentoring, co-curricular activities and guidance.
Schools should provide timely feedback to parents, identify struggling learners early, strengthen guidance and counselling departments, recognise both excellence and improvement, and maintain open communication with families.
As schools increasingly release examination results electronically, they should also help parents interpret report cards constructively and encourage healthy conversations at home.
Education succeeds best when schools and families work together as partners rather than in isolation.
The Role of Guidance and Counselling
In today’s rapidly changing world, guidance and counselling departments have become indispensable.
They help learners manage academic pressure, emotional stress, grief, peer influence, self-esteem issues, career choices, study skills, and personal development.
Guidance and counselling should not be viewed as a service only for learners experiencing difficulties. Every learner benefits from mentorship, encouragement, and opportunities for personal reflection.
Parents should work closely with teachers and counsellors whenever concerns arise so that challenges are addressed early and appropriately.
Ultimately, learners themselves carry the greatest responsibility for their own education.
They should cultivate discipline, honesty, resilience, effective time management, consistent study habits, and the courage to seek help whenever they encounter difficulties.
Learners should compete not to outperform others but to become better than they were yesterday.
True academic excellence is built through daily commitment, curiosity, and perseverance—not last-minute preparation.
The school holiday presents a valuable opportunity for families to strengthen learning beyond the classroom.
Parents should use this time to review report cards together, celebrate achievements, discuss challenges openly, develop realistic improvement plans, encourage regular reading, nurture talents, strengthen family relationships, involve children in age-appropriate responsibilities, promote physical activity, and support their spiritual and moral development.
The holiday should not become a season of endless tuition or unrestricted leisure. It should provide a healthy balance between rest, recreation, learning, and personal growth.
Sustaining Progress During the School Term
Improvement cannot be achieved during holidays alone.
Throughout the school term, parents should maintain regular communication with teachers, monitor assignments, encourage consistent attendance, minimise unnecessary digital distractions, promote healthy nutrition and adequate sleep, and celebrate steady progress rather than waiting for end-of-term examinations.
Teachers should provide timely feedback and create supportive classroom environments where learners feel safe to ask questions, make mistakes, and continue learning.
Small, consistent efforts throughout the term produce greater results than last-minute revision.
The education of a child is a shared responsibility. Parents, teachers, school leaders, counsellors, communities, policymakers, and learners each have a vital role to play.
Educationist Maria Montessori wisely observed: “The greatest sign of success for a teacher is to be able to say, ‘The children are now working as if I did not exist.'”
Similarly, philosopher John Dewey reminded us: “Education is not preparation for life; education is life itself.”
These timeless reflections remind us that education is not simply about producing impressive report cards. It is about preparing young people to become responsible citizens, compassionate leaders, lifelong learners, and productive members of society.
As another school term comes to an end, let every report card become the beginning of meaningful conversations rather than painful confrontations. Let homes become places where children are listened to before they are judged, encouraged before they are criticised, and guided before they are condemned.
A report card measures performance, but it does not measure potential. It records progress, but it does not determine destiny.
The greatest gift parents and teachers can give a learner is not the promise of rewards for excellent grades or the threat of punishment for poor performance, but the assurance that learning is a lifelong journey and that every setback is an opportunity to grow.
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When homes, schools, and communities work together in that spirit, every report card becomes more than a record of marks—it becomes a bridge to confidence, resilience, character, and a brighter future for every child.
By Astiba Kebong’o
Email: jackiekebongo@gmail.com
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