Malavika Jayakumar, an educator based in Kochi, explains how the home environment serves as the foundation for a child’s learning and development. Supportive relationships, structured routines, and a calm atmosphere help children stay engaged and motivated. When these elements are in place, learning becomes more effective and enjoyable. Understanding this connection allows parents to better support their child’s education.
When we talk about education, we often focus on what happens inside classrooms, within schools, and across campuses. We think about syllabi, different educational boards, curriculum frameworks, lesson plans, worksheets, and classroom activities. However, having been in the teaching field for over ten years across multiple curricula- CBSE, IGCSE, and IB- one key understanding has stayed with me: what happens to a child before they enter the classroom significantly shapes their learning attitude and the depth at which they absorb classroom experiences.
It is essential to understand how the home environment influences student behaviour and learning, and why this understanding is critical for educators. When we see a student in the classroom, thirty minutes is never enough to truly understand who that child is. On several occasions, I have come across parents’ social media profiles showing videos or stories of their children at home- versions of the child that are completely different from the one we see in the classroom.
As educators, it becomes extremely important to understand the children sitting in front of us before we attempt to teach them. This aspect is often overlooked. As mentioned earlier, the home environment plays a very crucial role in shaping a student’s academic progress. It can either enhance learning significantly or, in contrast, result in surprisingly low academic performance even in children who are otherwise capable of grasping concepts. Such children may appear disinterested or unfocused in class.
Before discussing how a positive home environment supports academic achievement through emotional support, learning resources, and stability, it is equally important to understand how the absence of these elements affects children in the classroom- something many educators will easily resonate with.
The Unheard Child
I once had a student in my classroom who was academically brilliant and conceptually sound. His descriptive writing in literacy was beautifully written, rich in vocabulary and expression. However, his true potential was visible only during highly assessment-oriented tasks. Outside of those moments, he was often labelled as disruptive.
When I became his homeroom teacher, I observed him closely. During core lessons, he often tried to draw attention to himself. Initially, I assumed this was simply mischief. However, after a few days of observation, I realised it was a deep-seated need for attention. In those limited classroom hours, we are often focused on delivering content, leaving little space to understand such behaviours.
As a homeroom teacher, I had the opportunity to spend time with him during circle time and informal moments. One day, during a PE lesson, we took a walk around the campus and spoke about various things. During that conversation, he shared that he felt alone- both in school and at home. He felt unseen and unheard. When he achieved something, there was no one to notice, appreciate, or celebrate it with him. Over time, this lack of recognition made him feel invisible, and this emotional need manifested as attention-seeking behaviour in the classroom.
Home Support and Education
As a teacher working with children aged 8 to 12, I believe such patterns are present in almost every classroom. Many of these behaviours are closely linked to the home atmosphere. Providing emotional support, appropriate learning resources, and a stable environment at home is extremely conducive to learning.
One major factor is socio-economic circumstances and educational opportunities. In many households today, both parents work. This is often a necessity rather than a choice. As a result, children return home from school with no one to share their experiences with. Combined with increased screen time, this lack of emotional engagement can be harmful. Excessive screen exposure coupled with unmet emotional needs becomes a dangerous combination.
Equipping Parents for Learning
This issue is not necessarily about financial capacity but about how well-equipped parents are in understanding their child’s learning needs. There are instances where children aged 8 to 12 are given iPads under the assumption that they will independently balance research and structured learning. From an educator’s perspective, this expectation is unrealistic at that age.
Learning resources extend beyond digital devices. For younger children, homes are often filled with plastic toys that are colourful and noisy but offer little developmental value. Replacing these with homemade clay, sand play, or wooden toys can significantly enhance fine motor skills and cognitive development. Parents are not at fault for lacking this awareness. However, I strongly encourage parents to research age-appropriate toys, books, and learning tools to create a home environment that supports holistic learning.
Parental Support Matters
Parental attitude and emotional support play a decisive role in learning. Parents may express frustration about school or teachers in front of children without realising the impact. Such conversations can cause children to disengage entirely from the learning process. Any concerns regarding school should always be discussed away from the child’s hearing.
Emotional support, routines, and structured expectations- such as spending time with books or projects- help build motivation, resilience, and consistency. Children who follow routines at home adapt more easily to classroom discipline. These small habits collectively shape academic success.
Parents’ mental health also directly affects the learning environment. During periods of grief or emotional distress, children may be unintentionally neglected, leading to disruptions in routine, hygiene, and emotional stability. Foundational gaps formed during the early years are difficult to correct later.
Peer interactions further influence learning. While children cannot be shielded from all external influences, open communication at home helps parents understand how these interactions impact their child.
Balancing Screen Time Wisely
The COVID-19 pandemic highlighted the profound impact of the home environment on learning. Screen time increased dramatically, making it crucial to monitor not just the duration but also the content children consume. Certain online content and cartoons can be overstimulating and concerning.
Instead of banning screens outright, meaningful conversations about what children watch are far more effective. Children are perceptive and capable of understanding such discussions. Reduced screen time and active engagement with children significantly improve classroom readiness and focus.
Home-School Partnership
Face-to-face interactions between parents and teachers at the beginning of the academic year are invaluable. These conversations help teachers understand a child’s background, home environment, and learning needs. As teachers receive new students each year, such interactions enable them to plan appropriate support strategies.
An induction session for parents at the start of the year is equally important, especially with modern curricula being activity-based rather than notebook-driven. Regular classroom updates help parents stay informed about learning processes that may not be visible through written work.
Child-Friendly Home Setup
With apartment living becoming increasingly common, children often lack space for physical activity. Interaction with peers within the residential complex or participation in sports and gymnastics helps regulate energy levels and supports physical development.
A designated study area with accessible resources allows children to both study and play. This setup is particularly effective for children aged 5 to 12 and supports independence and focus.
Supporting Every Child
The impact of the home environment is especially significant in the primary years. I have encountered cases where children felt neglected due to the attention given to siblings. In other instances, gender bias resulted in unequal educational focus. Such situations often lead to negative self-talk and emotional distress.
Children today often experience strong emotions but may lack the language to express them effectively. Instead of discouraging emotional expression, adults should guide children towards healthier ways of articulating feelings. Carefully curated discussions about global events and life perspectives can also help children develop gratitude and resilience. Each child is different, and support must be tailored accordingly.
This talk reflects my belief that learning does not begin at the school gate- it begins at home. When homes and schools work together, children arrive in classrooms ready, present, and emotionally secure.
This is a summary of the talk given by the author on schoolreformer.com
Contact details
Malavika Jayakumar
Educator, Kochi
N: 7306925505
E: malavikaj29.mj@gmail.com