Without delving into the specific case involving a parent who is claiming that she does not want her children to be taught by a teacher due to his sexual orientation, I shall delve into the subject of teaching and learning, teachers and parents.

Teachers act in loco parentis, meaning that they substitute the parents at school to assist in the development of the student. Children do not choose their parents but it is understood that despite limited or no training in parenting skills, parents know how to up-bring a child. When these skills are lacking and there is sufficient evidence that parents' actions are harming the children or are neglecting children's needs, the State intervenes to assist or even to withdraw the right of parents from taking care of their children.

The role of the teacher and that of a parent is parallel and quite identical in many aspects owing to the loco parentis role as described. When a teacher lacks the skills or neglects his students, the State can intervene to remove the students under the teacher's care and can even intervene further by taking the right of the teacher to teach. This is a standard practice and it was implemented in a number of cases both locally and abroad.

Central in this process are the students. All decisions that are taken need to place the student at the centre and the needs of parents and of the teacher come second. Similar to the fact that children do not choose their parents, children do not choose their teachers but the State assures that parents and teachers have the required competence to help in the upbringing of the child/student. In this scenario parents are partners with teachers.

A teacher does not question the skills of parents although a good teacher assists parents to pursue what is learnt at school at the respective homes. On the other hand, a good parent builds good rapport with the teacher to enable children/students to continue to grow and to fulfil their potentials.

It is within this context that parents have a right to question their children's education if they find that the student's learning is being adversely affected through the teaching and learning process carried out by the teacher. Very often communication or a meeting with the respective Head of School followed by a conversation with the respective teacher is used to constructively assist the student to get through the situation with the desired results. Nothing matters in this situation other than the skills and knowledge of the teacher to assist the student.

A situation whereby external factors to this process are brought into the equation is unacceptable and cannot be justified by any means. No religious belief, culture, sexual orientation, gender identity, skin colour, appearance or similar factors can ever be factored in when considering the teaching and learning needs of a student. 

All those who work with students can tell that students are not biased or conditioned with any of the above. It is instead the adults who condition the students in perpetuating stereotypes which distinguish and discriminate between us.

Lessons must be taught and learnt and surely we worked so much to have inclusive schools and an inclusive society that we cannot accept situations that try to exclude any one of us.

Marco Bonnici is president of the Malta Union of Teachers