Parent Communication Skill
Messages home set the tone for the whole relationship. The best ones are specific, lead with care for the child, frame issues as a shared problem to solve, and always include a next step. This skill writes them.
Working from a brief
Given the situation, write the full message anyway using a placeholder-free template (e.g. "Alex" / "your child" rather than "[student name]" only where the teacher must personalise — keep those to an obvious minimum and mark them clearly). Match the tone to the purpose.
Required Inputs
Ask for (if not already provided):
- Purpose (positive news, progress update, academic concern, behaviour issue, meeting request)
- Student (name/year) and the specifics (what happened, with examples)
- Channel & tone (email, app message, note home; formal or warm)
- Desired outcome (awareness, a meeting, support at home)
Output Format
A ready-to-send message:
- Subject line (clear, non-alarming even for concerns)
- Opening — a genuine, specific positive about the child first (especially before a concern)
- The message — what's happening, with one concrete example; for concerns, factual and non-judgmental
- Partnership framing — "here's how we can support [child] together"
- Clear next step — a meeting offer with options, a specific ask, or simply "no action needed, just sharing good news"
- Warm close
For a sensitive issue, also give:
- What to avoid saying — the phrasings that sound accusatory or label the child.
Quality Checks
Anti-Patterns
- Labelling the child instead of describing the behaviour
- Jargon or edu-speak parents won't parse
- A concern with no path forward or offer of support
- Over-long; burying the point under throat-clearing
1---2name: parent-communication3description: Draft clear, warm, professional messages to parents or guardians — progress notes, concerns, positive news, behaviour issues, or meeting requests. Use when asked to email a parent, write home about a student, raise a concern with a guardian, or share an update. Produces a ready-to-send message that is specific, partnership-oriented, and constructive — never accusatory — with the tone matched to the situation.4---5
6# Parent Communication Skill
7
8Messages home set the tone for the whole relationship. The best ones are specific, lead with care for the child, frame issues as a shared problem to solve, and always include a next step. This skill writes them.
9
10## Working from a brief
11
12Given the situation, **write the full message anyway** using a placeholder-free template (e.g. "Alex" / "your child" rather than "[student name]" only where the teacher must personalise — keep those to an obvious minimum and mark them clearly). Match the tone to the purpose.
13
14## Required Inputs
15
16Ask for (if not already provided):
17- **Purpose** (positive news, progress update, academic concern, behaviour issue, meeting request)
18- **Student** (name/year) and **the specifics** (what happened, with examples)
19- **Channel & tone** (email, app message, note home; formal or warm)
20- **Desired outcome** (awareness, a meeting, support at home)
21
22## Output Format
23
24A ready-to-send message:
25- **Subject line** (clear, non-alarming even for concerns)
26- **Opening** — a genuine, specific positive about the child first (especially before a concern)
27- **The message** — what's happening, with one concrete example; for concerns, factual and non-judgmental
28- **Partnership framing** — "here's how we can support [child] together"
29- **Clear next step** — a meeting offer with options, a specific ask, or simply "no action needed, just sharing good news"
30- **Warm close**
31
32For a sensitive issue, also give:
33- **What to avoid saying** — the phrasings that sound accusatory or label the child.
34
35## Quality Checks
36
37- [ ] Leads with care for the child, not the problem
38- [ ] Specific (a real example), not vague labels ("disruptive", "lazy")
39- [ ] Frames issues as a shared problem, not blame
40- [ ] Ends with a clear, easy next step
41- [ ] Tone matches the purpose; subject line won't alarm unnecessarily
42
43## Anti-Patterns
44
45- Labelling the child instead of describing the behaviour
46- Jargon or edu-speak parents won't parse
47- A concern with no path forward or offer of support
48- Over-long; burying the point under throat-clearing
gabrielmoreira