G.O.P.P.E. Go!

Parents often wonder why their children struggle in school. The first instinct is to look outward—to the teacher, the school system, or the curriculum. It feels logical because the teacher is the most visible figure in a child’s daily learning life. Yet what often goes unnoticed is the powerful role parents play in shaping how their child learns. Genetics, family habits, and early environments all influence learning outcomes. When that part of the equation is ignored, the cycle of blame continues, and the child ends up caught in the middle.

Learning difficulties are not just about effort or intelligence. They reflect a complex interaction of biology, environment, and support. Understanding that complexity helps create a path forward—one rooted in parent accountability in education and partnership rather than fault-finding.

Genetic Roots: Why Some Students Struggle to Learn

Learning ability is not purely a matter of willpower. Science shows that genetics play a real role. For example, research has found that a significant part of reading ability is inherited. Children with a family history of dyslexia are far more likely to struggle with reading themselves. Similarly, scientists have identified overlapping genetic influences among ADHD, dyslexia, and dyscalculia. That means the same genes can affect different types of learning challenges.

Genetics are not destiny, though. They simply set a starting point. With the right mix of support and environment, children with genetic risks can thrive. Ignoring biological factors is like patching a roof without noticing that the rain is still coming in. The key is awareness, not resignation. Parents who understand their own learning histories often become better advocates for their children because they recognize patterns others might miss.

For more insight into the genetics of learning, the work of the Yale Center for Dyslexia and Creativity ( underline link to https://dyslexia.yale.edu ) is a strong starting point.

The Role of Parents and Home Support in Education

Genes may create the blueprint, but environment builds the house. Quality support, early identification, and consistent encouragement matter just as much. Studies show that even when children are genetically predisposed to reading difficulties, a strong home literacy environment helps them succeed. Parents who read aloud, use rich language, and model curiosity create daily opportunities for growth.

Early identification is another game-changer. According to Yale researchers, many children with dyslexia are not diagnosed until high school, by which time the gap in skills has already widened. That delay often leaves parents frustrated and children discouraged.

Home support should not turn into nightly battles over homework. It should focus on the right kind of help. Parents who struggled with reading or math themselves may unknowingly pass on both genetic and behavioral habits that shape a child’s experience. Acknowledging that connection is a step toward accountability and improvement.

To learn about effective early literacy strategies, visit the International Dyslexia Association ( underline link to https://dyslexiaida.org ).

When Parents Blame Teachers: What Really Happens

When children fall behind, parents often feel anxious and powerless. Teachers, being the most visible adults in the learning process, become easy targets for frustration. However, blaming teachers rarely solves the problem and often misses the deeper causes.

A child’s learning challenge usually grows from many factors: genetics, early experiences, home environment, and instructional methods. Most teachers work within systems that may not always accommodate every child’s learning profile. When parents focus solely on fault, they lose sight of collaboration.

Sometimes the issue is that the child’s learning disability has not been identified yet. Even the most skilled teacher can struggle to reach a student if the underlying issue remains hidden. In other cases, the home environment may not reinforce what is taught in class. Pointing fingers at teachers can provide short-term relief for parents, but it does not help the child progress.

For perspective on teacher collaboration and accountability, see the research shared by Edutopia ( underline link to https://www.edutopia.org ).

A Path Forward: Shared Accountability and Teamwork

Real growth begins when parents, teachers, and specialists share responsibility. This partnership thrives on communication, honesty, and realistic expectations.

Parents can start by asking direct questions. If a child is struggling with reading, writing, or math, has screening been done for learning disabilities? Are there early signs that were missed? These questions encourage a proactive mindset rather than a defensive one.

Teachers, in turn, can gather background information to understand each child’s learning history. Knowing whether a parent faced similar difficulties can guide instructional choices. Goals should remain ambitious but realistic. Understanding that genetics play a part does not mean lowering expectations—it means tailoring strategies to fit the child’s needs.

True partnership looks like this:

• Teachers bring knowledge of instruction and observation.

• Parents bring insight into home life, family history, and emotional context.

• Specialists bring diagnostic and technical expertise.

Together, they form a support system where the child’s progress becomes the shared goal. The question shifts from “Who is responsible?” to “What does the student need next?”

For practical collaboration strategies, check the Child Mind Institute ( underline link to https://childmind.org ).

Real Accountability Creates Real Growth

Learning is complex, shaped by biology, environment, and effort. When parents overlook their influence and place blame on teachers, children lose out on balanced support. Accountability in education is not about assigning guilt—it is about recognizing influence.

Parents set expectations, create a positive home environment, and model persistence. Teachers identify skill gaps and adapt lessons to meet diverse needs. Specialists support with tools and assessments. Each role matters equally.

When everyone acknowledges their piece of the puzzle, children gain the steady support needed to grow, learn, and thrive. After all, strong trees depend on strong roots, and those roots begin at home.