Communication Matters: How Poor Communication Affects Schools and Students

Ram Kumar KARKY

Poor writing—whether by an individual or an organisation—signals either a lack of knowledge or a disregard for quality and care. Writing that is full of errors can result in various consequences for individuals or organisations. It is particularly concerning—and unacceptable—if the poor writing comes from a school that society regards as a guardian of education. Such poorly written material negatively affects the professional credibility and academic reputation of the school. The ramifications extend beyond reputation—they touch on ethics and institutional integrity.

Lack of professionalism: Poor writing in advertising, the website, brochures, prospectuses, notices, official documents, etc., makes the school appear unprofessional and careless. This undermines the school’s brand image and damages its reputation, thereby hindering its ability to attract top-quality staff and students.

Poor first impressions: For many prospective parents and students, the school’s advertisement and website are the first point of contact with the institution. If these materials are full of errors, the first impression is instantly negative, deterring potential students and parents, thereby affecting enrolment figures.

Doubts about teaching quality and loss of trust: Parents rely on the school to provide quality education. If a school’s official communications—such as leaflets, billboards, displays, prospectuses, WhatsApp messages, notices, and banners—contain writing errors, it may signal a lack of attention to educational standards or a devaluation of communication skills—both of which can erode their faith in the school. In the context of an English-medium school, these deficiencies may raise concerns about the overall quality.

Students pick up bad habits: The school’s written communication is viewed or read not only by parents and the public but also by students. When incorrect sentence structures are consistently used by the school or teachers, students may come to perceive such constructions as acceptable. In future academic and professional contexts, poor writing skills can adversely affect a student's application, essays, or professional communication, potentially diminishing their chances of acceptance. Consequently, poor writing skills may compromise students’ long-term academic and professional success.

Reflects poor leadership: If the principal or owner of the school allows incorrect or careless writing, it reflects poorly on the administration’s priorities, competence, and oversight. Tolerating unprofessional communication may suggest a lack of oversight, thereby undermining both the credibility of the school’s leadership and its commitment to educational excellence.

Competitive disadvantage: In today’s world, there are many schools to choose from. Schools that present themselves professionally are significantly more appealing than those whose written communication fails to meet basic standards of language. Bad writing can suggest that the school's staff and faculty are incompetent or unqualified. CASE EXAMPLE: In the early stages of my teaching career, I worked at XXXX School (name withheld). The school usually displayed notices on the blackboard containing basic grammatical errors. Having been at the school for about three months, I knew that the poor writing was always because the teachers and other members were not competent enough—their knowledge of English was inadequate. The parents of two pupils withdrew their children from the school. During a Parent-Teacher Meeting (PTM), they expressed in Hindi, “If you cannot write like an educated person or do not care to write like an educated person, how can we expect our children to receive the quality education that you claim to provide?” They also brought up the subject of errors in exam question papers. In response to a teacher’s assertion that teaching was their top priority—a commitment on which they never compromise—the shocking reply was, “Imagine appearing for an interview unbathed for days and very carelessly dressed, claiming to have all the necessary qualifications. Would a company still hire you?” This response captures the core concern: Communication reflects capability.

Ethical aspect: If the principal or teachers write(s) with errors repeatedly, they set a bad example for the very students they are supposed to educate. Young learners naturally emulate what they see, especially from authority figures. Students start believing that such writing is acceptable, which can harm them in higher education, job applications, and professional environments. Their growth is stunted because of the ignorance or negligence of their educators at the most crucial stage of life. One or two errors in writing may be considered “mistakes” or “human errors”. However, a substantial number of errors in written content are certainly due to a lack of knowledge or a lack of care. Either way, such negligence is unacceptable in consideration of the future of our nation. This practice goes beyond just mistakes or human errors—it becomes an ethical failure of the school. A school has a moral responsibility to guide students toward clarity, precision, and excellence in communication. When we educators neglect this responsibility—whether through lack of knowledge or indifference—it is unethical because it harms the long-term future of the students. Poor writing is not merely a technical error; it represents a failure of stewardship, one that violates the trust placed in schools to nurture and prepare the next generation.

Regional Pride and Representation: If someone from outside the state or abroad visits the school’s website or Facebook page and encounters numerous writing errors, it diminishes the value not only of the school but also the pride and perception of the region as a whole. We, as educators and schools—regarded as guardians of knowledge—have a moral responsibility to ensure that all our writing intended for students and the public to read is both empowering and free from errors. We must strive to impart the right knowledge to the students and present the truth to the world even outside the school. Posing as educated people and repeatedly presenting wrong information is equivalent to lying. Correctly written professional communication is not a peripheral concern for educational institutions—it is a foundational element of their credibility, effectiveness, and ethical responsibility. From first impressions and brand reputation to student development and community trust, the written word reflects the values, priorities, and competencies of the institution itself. Poor communication erodes confidence in leadership, impairs learning outcomes, and places schools at a competitive disadvantage. More critically, it models substandard linguistic behaviour for students and betrays the moral duty educators have to prepare learners for academic and professional success. For schools—especially English-medium schools—every piece of communication material, be it a notice, a website update, or an exam paper, should reflect the institution’s broader commitment to excellence. Anything less is not just a technical lapse but a failure of stewardship. (The writer is an ESL Researcher, Teacher and Transformational Speaker)