Education is a topic that rarely goes unnoticed, largely because nearly everyone has an opinion—on how childcare should be handled, how schools operate, and what the ultimate goal of the educational system should be. For many, education is not just a part of society; it is the backbone of the future. The formative years of a child’s life are especially crucial, as they shape not only the skills needed for academic success but also the social, emotional, and moral foundations that guide them into adulthood.
It is easy to see, then, why discussions about schools, teaching methods, and parental involvement are often heated and passionate. People want the very best for children, and the idea that the system might be falling short can spark strong emotions.
While countless voices critique schools and teachers, few resonate as deeply as those of someone who has spent decades in the classroom, witnessing firsthand the daily struggles and triumphs of both students and educators.
One such voice belongs to Lisa Roberson, a retired teacher whose candid and unapologetic perspective on education went viral several years ago. Her insights were not based on casual observation or secondhand accounts—they were shaped by years of real classroom experience, giving her words both authority and impact.
In 2017, Roberson wrote an open letter published in the Augusta Chronicle, a regional newspaper with a wide readership. The letter quickly gained traction online and was widely shared across social media, sparking debates among parents, educators, and policy-makers alike.
Even years later, her commentary remains relevant and is frequently cited whenever questions of school accountability arise. It’s important to note that Roberson’s letter predates the COVID-19 pandemic—a context that matters, as much of the recent conversation about education has been shaped by the sudden shifts brought on by the global health crisis, including transitions to online learning, hybrid classrooms, and new approaches to student engagement.
Even amid these massive systemic shifts, Roberson’s core arguments about parental responsibility and student preparedness remain remarkably relevant. The central message of her letter is clear: the challenges facing schools cannot be attributed solely to teachers or the system at large; they are closely linked to the level of parental involvement in children’s education. This is a bold assertion, especially in a cultural climate where teachers are often singled out as the primary cause of poor educational outcomes.
By directly challenging this narrative, Roberson shifts the focus to families, prompting a more nuanced discussion about accountability. Writing with both frustration and authority, she begins her letter: “As a retired teacher, I am sick of people who know nothing about public schools or have not been in a classroom recently deciding how to fix our education system.” From the outset, she establishes her credibility, grounding her perspective in decades of daily experience working with students, navigating parents’ expectations, and facing the realities of public education.
She then delivers a point both simple and profound: “The teachers are not the problem! Parents are the problem! They are not teaching their children manners, respect, or even general knowledge of how to get along with others.” Through vivid examples, Roberson illustrates the disconnect between student needs and parental support. She recounts scenarios familiar to many educators: students arriving at school with designer shoes or expensive gadgets but lacking the basic tools for learning, such as pencils or notebooks. Often, teachers fill these gaps out of their own pockets, highlighting both inequities and the systemic pressures educators confront daily.
Roberson’s examples are not intended to shame parents, but to illuminate a critical reality: no matter how dedicated teachers are, they cannot fully compensate for the absence of parental guidance. She goes further, emphasizing the broader consequences of parental disengagement. Readers are urged to reconsider the factors behind schools being labeled “failing” and to recognize the vital role the home environment plays in shaping educational outcomes.
“When you look at schools that are ‘failing,’ look at the parents and students,” Roberson writes. “Do parents come to parent nights? Do they talk with teachers regularly? Do they make sure their children are prepared with the necessary supplies? Do they make sure their children do their homework?” She emphasizes that these basic responsibilities are all too often neglected.
Her words highlight an uncomfortable truth: schools cannot succeed in isolation. Education is a shared responsibility, and the partnership between parents and teachers is essential. When one side fails to fulfill its role, the impact is inevitably felt in the classroom.
Roberson also emphasizes the role of students themselves in the learning process. She asks whether students take notes, complete homework, and actively participate in their education, or whether they contribute to classroom disruptions instead. By highlighting student accountability alongside parental responsibility, she presents a holistic view of the challenges schools face. Education, she argues, is a shared responsibility that cannot be successfully managed by teachers alone.
Originally published on Thursday, February 16, 2017, and posted online by journalist Tony Flowers, the letter stands out for its blend of candid criticism, concrete examples, and heartfelt advocacy for children’s welfare. It does not merely assign blame—it calls for reflection and action.
Roberson’s message urges parents to engage more deeply with their children’s education: attending school events, communicating with teachers, and instilling values and habits that support academic and personal growth. In doing so, she challenges a societal tendency to place the burden of educational outcomes solely on schools and teachers, reminding readers that lasting improvement requires collective effort.
Her candid letter resonated far beyond its local readership, sparking national debates about the true roots of educational challenges in the United States. By insisting that parents bear a significant share of responsibility for their children’s academic and social development, Roberson challenged long-standing narratives that too often hold teachers or school administrations solely accountable.
By doing so, Roberson invites critical reflection: what does it truly mean to support a child’s education, and who is accountable when students fall behind? One of the most striking aspects of her commentary is her focus on tangible parental actions—or, in many cases, inactions—that directly impact a student’s ability to succeed.
She emphasizes that attending parent-teacher conferences, maintaining open communication with educators, and ensuring children come to school prepared with the necessary materials are not optional—they are foundational. Yet these basic responsibilities are often overlooked. When children arrive unprepared, without supplies, or when parents fail to engage consistently with teachers, the educational experience is compromised. Roberson does not hesitate to point out that some parents prioritize appearances or material possessions over their children’s core needs.
She writes: “The children come to school in shoes that cost more than the teacher’s entire outfit, but have no pencil or paper. Who provides them? The teachers often provide them out of their own pockets.” The implications are profound. Teachers are overextended—not due to a lack of dedication, but because the support structures necessary for effective education are frequently absent. In classrooms where students consistently lack basic supplies or fail to complete homework at home, even the most skilled teacher struggles to succeed.
Roberson highlights the unfairness of this burden: teachers are expected not only to instruct, but also to compensate for parental neglect. Expecting schools to “fix” these problems without parental involvement, she argues, is both unrealistic and unsustainable.
She also underscores the importance of social and emotional education. Manners, respect, and the ability to collaborate effectively are learned behaviors that often begin at home. When parents fail to model or reinforce these lessons, teachers are left to fill the gaps—frequently with limited time and resources—further stretching the limits of what schools can reasonably achieve.
The consequences of parental disengagement extend beyond individual students—they affect the classroom environment as a whole. Disruptions, disrespect, and inattentiveness can derail lessons, lower overall engagement, and create a cycle where both teaching and learning suffer. Roberson’s perspective serves as a reminder that education is not just about curriculum or standardized test scores; it is also about shaping well-rounded individuals who can contribute positively to society.
She also emphasizes the importance of communication between schools and families. Consistent, proactive communication is essential. Parents who fail to respond to calls, emails, or messages from teachers—or who miss scheduled meetings—unintentionally weaken the support system that students depend on, making it harder for educators to ensure academic and social growth.
Roberson’s observations underscore that accountability in education must be shared: schools provide the environment and instruction, but parents provide reinforcement, oversight, and encouragement. Without these elements, the system cannot function effectively.
The public reaction to her letter was immediate and intense. Many readers resonated with her message, praising her honesty and valuing her perspective as someone who had decades of firsthand classroom experience. Some parents even acknowledged gaps in their own involvement and began reflecting on how they could better support their children.
Others responded defensively, arguing that socioeconomic disparities, underfunded schools, and systemic inequities played a larger role than parental behavior alone. These debates highlight the complexity of educational challenges in America, where social, economic, and cultural factors intersect to shape student outcomes.
Even amid these discussions, Roberson’s central argument remains influential: parents cannot abdicate responsibility for their children’s learning and social development and expect schools to compensate entirely. In many ways, her letter anticipated challenges that became even more pronounced during the COVID-19 pandemic, when parental engagement proved critical to student success in remote and hybrid learning environments.
When schools shifted to remote and hybrid learning models, parental involvement became more critical than ever. Students relied heavily on guidance and support at home, and those whose parents were unable or unprepared to assist often struggled academically and emotionally.
In hindsight, Roberson’s message about the indispensable role of parents resonates with even greater urgency. Effective learning requires a partnership between teachers, students, and families. Teachers cannot teach effectively if students arrive unprepared, disengaged, or unsupported at home. Parents cannot assume that schools alone will instill discipline, respect, or a love of learning. And society as a whole must recognize that nurturing future generations extends beyond classroom walls.
By highlighting these realities, Roberson offers more than criticism—she provides a blueprint for constructive action. Her letter advocates for accountability, collaboration, and investment in children’s success at every level. Though written in 2017, it continues to inspire reflection among educators, parents, and policymakers alike.
Her words remind us that while debates over curriculum standards, funding, and teacher evaluation are important, the foundation of educational success often lies in the daily choices and commitments made within the home. Children who are consistently supported, encouraged, and held accountable by their parents are far more likely to thrive academically, socially, and emotionally. Conversely, when that support is absent, schools face an uphill battle no teacher—no matter how skilled or dedicated—can fully overcome.
In conclusion, Lisa Roberson’s viral open letter is more than commentary on the state of public education—it is a call to action for parents and society at large. It challenges assumptions, confronts uncomfortable truths, and underscores the vital role families play in shaping the next generation. The lessons she imparts are simple but profound: show up, stay engaged, communicate, provide support, and reinforce the values and skills children need to succeed.
Until parents step up and do their part, Roberson warns, schools alone cannot solve the challenges they face. Her message continues to resonate today, encouraging meaningful dialogue, self-reflection, and proactive engagement in the shared mission of educating and nurturing children for a brighter future.
