Explained: New complaints guidance urges parents to be ‘respectful’ and use AI with ‘caution’
New complaints guidance urges parents to be ‘respectful’ and use AI with ‘caution’ is examined in this 2026 education briefing, which sets out the central development, the practical context for schools and the questions leaders may need to consider.
What happened?
New Department for Education guidance on parental complaints has urged families to ensure “clear, respectful communication” in a five-step process that says to avoid social media and use AI with “caution”. Joint guidance published by the DfE, Parentkind and Ofsted introduces five steps to making a complaint, warning the use of artificial intelligence or social media can “make matters worse”.
Key details from the report
- It comes after ParentKind polling of 2,000 parents found one in four said there had been a breakdown of trust between schools and parents at their child’s school.
- Education Secretary Bridget Phillipson said guidance would help “reset the relationship” between parents and teachers while giving families the “confidence to raise concerns”.
- Five-step process The new guidance first urges parents to consider whether they have feedback, a concern, or a formal complaint for their child’s school.
- It says formal complaints should be used in scenarios when a parent is “dissatisfied with the school’s actions or lack of action”.
Why this matters for schools
The issue is relevant to school leaders because policy announcements, funding decisions and regulatory changes rarely operate in isolation. Their effects can reach staffing, budgets, curriculum planning, pupil support and communication with families. Leaders should distinguish confirmed requirements from proposals, check the implementation timetable and identify which decisions need action now.
For classroom and SEND teams, the practical question is how the development affects access, inclusion and day-to-day provision. Schools may wish to review existing plans, clarify responsibilities and make sure staff receive information in a form they can use. Where national details remain incomplete, recording assumptions and revisiting them as guidance changes can reduce avoidable confusion.
Questions for leaders and governing boards
- What has been formally confirmed, and what remains under consultation or development?
- Which pupils, staff or services are most likely to be affected?
- Are there financial, workforce, safeguarding or SEND implications that require early planning?
- What evidence or updated guidance should be monitored next?
- How will the school communicate any resulting change clearly to staff and families?
