“The school years for children and their separated parents are often a reflection of the manner in which the parents invite or disinvite the other parent to be a parenting partner in the children’s lives.”

– Barry Lillie, Founder, Kids ‘n’ Dad

I recollect receiving a call from a support group father that his JK daughter was about to participate in her first Christmas school concert-renditions of Rudolph and Frosty the Snowman were to be the evening fare. He asked if he should go. He worried that everyone in their small community would know that he and the mother were now separated, for they would be visibly sitting apart.

I, not so politely, told him to get his ‘derriere’ to his child’s concert. The day after the concert he called with joy in his heart. It was as If, at least for the moment, he became a parent reborn.

I often remind parents in our annual Christmas newsletter (example in resources) that they should not forfeit the joy of being with their child and all the other parents and grandparents in this school gathering. It can be sometimes difficult and even painful. Parents facing a form of estrangement may find it too overwhelming; but forfeiting your role as a parent in the school setting sends an early, wrong message to your child and the other parent.

Professionals suggest that many fathers surrender too easily when faced with the indignity of being on the outside of these common school events.

For the dad in the above situation, with a child at the beginning of their school life, it was vital that he begins the journey in step with his child.

Why the school is a significant other in your parenting life?

• Teachers are sources of insight re: you child at every age.
• Teachers spend more time with your child than many parents do, even in an intact family for some age groups.
• For separating families, behavioral issues may be spotted by the schoolteacher and coaches. In secondary school, issues such as truancy, lates, etc. may suddenly appear on a report card. Often a parent with less parenting time may not see the report card to become aware of these concerns.
• Secondary schools are not always the best at ensuring that both parents see their child’s report card- even the majority parenting time parent may not receive the final report card.
• As a former secondary teacher, I am somewhat ashamed at my/our indifference to do an effective job in supporting children and both separated parents in their difficult journey.
• In the resources, there are some suggestions re: father involvement and better outcomes for children. In most separated families, fathers have reduced parenting time and less opportunity to influence outcomes.
•  The school staff is even more important as a source of insight for a parent with less parenting time.
• Schools, in general, have no policy or programs to include fathers in their students’ lives. Schools get used to mothers, often as the voice for the child, through their regular participation within the intact family. Mothers may be reluctant to communicate ‘problems’ to the other parent in fear of it reflecting back on them or a fear of causing a parenting conflict.
• School trip supervision provide an opportunity for the ‘other’ reduced time parent to be a full participant in their child’s school day. This will allow them to 1) build a relationship with the teacher(s) in their child’s school life; b) to meet their child’s school friends; c) to be proudly displayed by their child, and for the child to see their parent in a different setting; d) etc. It is a significant parenting opportunity.
• These opportunities should be shared by joint and shared care parents. Even in ‘sole’ custody arrangements, this should be included in the parenting agreement.
• Updates on activities, notices and class work, where possible, should be provided to both parents. This may require what I call ‘polite relentlessness’. Teachers are busy and this adds another small step to their life. It also means that you think it is important. It is too easy to let it slide and could result in loss of parenting credibility.
• In the intact family, you often shared school responsibilities together. You worked as a team. Now you are no longer the same team and the other parent, at best, doesn’t necessarily see it as there parenting role to keep you on top of everything school.
• The bottom line is that even 50% parenting time (shared) requires a commitment to certain school activities as if you are a single-family parent.
• By the way that is the mentality that you need. Leaving it to the other parent doesn’t cut it.

Other School Issues

1. Decision-making re: school. There are decisions required over a range of different topics, concerns. They vary depending on the age of the child; e.g. program selection i.e. French immersion, school activities, counselling needs, etc. Separated parents with joint custody parenting agreements need an agreed to process for working these issues out together. They should be set out in the separation agreement/parenting plan.
2. Parenting plans should have an annual review in August or earlier to look at the upcoming school year. Try to anticipate extraordinary expenses and consider any changes to the parenting plan that allow it to work better for everyone e.g. changes in work schedule, before or after school needs, rearranging parenting days, etc.
3. New complicated (blended) families. The role of the stepparent evolves depending on the relationship with the other family and the stepparent’s relationship with stepchildren. The issues can be about the stepparent picking up the stepchildren at school or attending parents’ night. The comfort level of everyone can be involved in the stepparent’s decision. It can be a decision that causes difficulties for the stepparent. Children can also feel caught in the middle. It is also important that the role of the stepparent as a parent of record for pick up on certain days is known by the school for younger children.
4. There needs to be clear understanding by the school of the priority for calls re: a child’s illness during the school day.
5. Extraordinary expenses appear in different sections. Again, the Aug. review is the appropriate place for determining shared expenses, not included in the child support. They are not clear, and the Child Tax Benefit may also be considered depending on the parenting plan. Extraordinary expenses for most families (limited means) are a difficult test for parents. Other factors that impact parenting in the long haul are loss of a job, shutdowns and layoffs. It is important to include in the separation agreement a process that humanly approaches these kinds of common situations.
6. The end of secondary school has a few more wrinkles for separating parents. Child support ends at the end of secondary school- usually in the child’s 18^th year. There are many children who require another year for completion and/or choose to upgrade or part-time school to play a fall or winter sport. The latter is sometimes called a victory lap. It can be a difficult parenting decision, even for intact families i.e. a collective decision by parents and child.
7. In a separated family, where child support is paid by a parent, there is an added implication of another year of payments to the recipient parent for the child if the above occurs. It may become debateable re: the worthiness of this decision for the child.
8. A child after the completion of secondary school should be taking care of their own expenses by working if they are not doing a post-secondary educational program. Common-sense needs to be employed; but many children have drifted away from the paying parent and may feel estranged or distant from that parent. Navigating the ‘end of school’ should begin early. Read up on the legal responsibility in more detail, so that you are prepared for this possibility. The separation agreement should anticipate this common situation and put in place a process to resolve differences.

 Drifting in hope that it goes away can be an expensive choice

• Post-Secondary programs: In general, the parenting responsibility for a paying parent is an obligation to the completion of the first degree or diploma. If the child continues school immediately after secondary school, payments continue. The additional costs each year is a bit messy.
•  Some justices have employed a 1/3 responsibility for each parent and the child. This is somewhat of a negotiation. In addition, there is considerable financial support in Ontario for students in general and students with less means. Parents should be in contact with the child’s school, preferably two years ahead, to ensure a full understanding of all financial possibilities. Many parents, with limited means, should have their child consider post-secondary schooling within the Region.
• The conversation needs to be had with the child early on, in order to make them aware of the financial reality. Early on allows for all parties to work toward the needed support for the child.
• Many separating families have toddler age children. Beginning an RESP should be explored as early as possible. It obviously can be a very difficult time financially; however this may also be at time to include grandparents or other significant supports. RESP’s present a rare opportunity to receive ‘free’ money from the government toward your child’s education.
• Ending child support is another messy situation. As stated earlier, it can end at 18 upon the child completing secondary school. Some children take a year off and plan to return to school with some savings (?) from a year of work.
•  In our view, the payer should no longer make payments during this work year. We do not know if the child does return to school until they do. I would suggest that the payer parent set aside some/all of the child support payment previously paid in anticipation that the child does what was intended. This will allow for some financial flexibility.
• Unfortunately, the possibilities at this age and stage of late adolescence are unlimited. Parents and child would be better off if they agreed to a common approach based on everyone’s financial position. Payments of child support to a parent would be completed. The parents and child work out a plan of support that includes the child’s financial contribution through work or student loans. Bursaries, scholarships and grants would be considered assessing the yearly financial costs. It is our contention that everyone is better off if they are full participants in the discussion and outcome. Each parent has an on-going interest in their child’s success. While this approach may not be in strict adherence of Family law, our collective experience suggests it is a more fruitful approach for most families in the long-term.
• End of Child Support: If the parents agree to the idea in #9 or #13, then child support should be terminated. If it is done through FRO, the recipient parent provides their consent by signing off with FRO. The parents will implement their new post-secondary plan.
• The recipient parent should consent to terminate child support payments following the completion of 1^st degree or diploma or similar accepted program. Failure to do so is fraudulent behavior.

Comment: There is a place for common-sense in the financials connected to schooling. A good working relationship with the other parent works for the child and parents. There is almost always limited financial means.

 Selfishness rarely works in the long run.

At this stage- the launch into independence-initiates the time for the young, adult child to have a more responsible relationship with each parent.