Enroll their children and undertake all obligations towards the school arising from their status.
They monitor and supervise their children's schoolwork and progress, are responsible for their children's prompt attendance and departure from school, their regular attendance, their care, behaviour, and conduct.
They immediately inform the headteacher, in writing or orally, about the reason for their children's possible absence.
When called by the headteacher or another teacher, they attend the school for matters concerning their children. It is expected that they maintain close and regular contact with the school to monitor their children's conduct and performance, and to participate in special parent/guardian meetings called by the headteacher.
They ensure that their children comply with the school rules and regulations.
They inform the headteacher or the class teacher about any issues that affect their child's attendance, performance, and behaviour, as well as health matters.
They must inform the school in writing as soon as possible about any change in their address or contact telephone numbers.
In case of the parents' absence, they appoint their substitute guardian in writing. If there is a dispute over the substitute guardian, the court appoints one after the parents' actions. In the event of assignment or removal of custody by court order from one or both parents, the person assuming custody notifies the school in writing, providing relevant documentation.
The parents/guardians systematically co-operate with the school and attend scheduled meetings to provide necessary support to their child whenever needed. Additionally, they collaborate with the relevant services to provide support to themselves and their children, aiming to improve their children's school adjustment. In cases where there is lack of co-operation, parents may be called upon to take responsibility for neglecting their children's needs through the school's collaboration with the relevant state services, especially in cases where there is reasonable evidence indicating learning, psychological, emotional, or social difficulties.
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