Title: A Comparative Look at Schooling in Mexico: A Parent’s Perspective
In a personal account, the author reflects on their experiences living in Chiapas, Mexico, from 2002 to 2020, while teaching English and raising their oldest daughter within the Mexican public school system. The author highlights some notable differences and similarities between the Mexican and US schooling systems.
One significant difference the author observed was the requirement for students in public schools in Mexico to wear uniforms. While school uniforms can be a source of controversy in the US, the author embraced them, finding them convenient as a busy single parent who relied on laundromats. The simplicity of uniforms eliminated the morning stress of choosing appropriate clothes for their daughter.
The author’s daughter’s educational journey in Mexico started in 2007 when she began elementary school in San Cristóbal de las Casas. She later attended junior high in Playa del Carmen and returned to San Cristóbal for high school. The author notes that the educational system in Mexico differs from that of the US, with both positive and challenging aspects.
One aspect that the author found challenging was the lack of proper funding for schools. This resulted in parents being required to donate not only school supplies but also building and bathroom supplies. During the rainy season, parents often had to contribute to repair leaky spots in the school’s roof. Despite these challenges, the author appreciated the emphasis on communal support and involvement.
Another notable difference was that students in Mexico went home at 2 p.m., and there were no school lunches provided. The author, as a working single mother, missed the convenience of having the school provide a hot meal for her daughter. However, the shorter summer break in Mexico, which lasted only around four weeks, allowed the author’s daughter to maintain academic progress and connections with her peers. It also relieved the author of the need to entertain her daughter at home during an extended summer break.
The schools in Mexico also celebrated a variety of holidays and traditions, including the Day of the Dead. Students would create elaborate altars adorned with flowers, candies, and sweet bread, honoring those who had passed away. The author appreciated the inclusivity of both secular and non-secular celebrations within the school environment.
In Mexico, students have the option to leave school at the age of 15, right after completing junior high. Many junior highs in Mexico offer vocational classes alongside the academic curriculum. This differs from the US, where vocational programs in junior high are not as emphasized. The author’s daughter attended a school in Playa del Carmen that offered hospitality classes, including bartending skills, at the age of 12. The author recalls being assured that the bottles used contained colored water, not alcohol.
When it came to high school, the curriculum in Mexico was similar to that in the US. However, the author’s daughter appreciated the fact that she remained with the same group of students throughout the year, fostering stronger connections and friendships. Upon finishing high school in the US, the author’s daughter missed the cohort-style learning she experienced in Mexico. The author also noted the contrasting importance placed on sports and extracurricular activities in the US, which were not as prevalent in the Mexican schools their daughter attended.
Reflecting on their experiences, the author expressed gratitude for the safety and security their daughter experienced in Mexican schools, free from the constant worry of school shootings. In contrast, their youngest daughter, who started school in the US recently, has already encountered lockdown situations in the first grade.
Overall, the author appreciated the unique aspects of schooling in Mexico that shaped their daughter’s bilingualism, fostered lifelong friendships, and cultivated empathy rooted in her experiences.
