The education ministry, in seeking to prevent the yearly rush for transfers by parents displeased with their children’s Primary Exit Profile school placement, has doubled down on its no-transfer policy, insisting that transfers are only facilitated in specific, adverse circumstances.

It brings back memories of the “bloom where you are planted” encouragement from former Education Minister Rev Ronald Thwaites, who was adamant that students could excel wherever they are placed, once they have the right mindset.

But no amount of speeches about the number of students placed in their ‘preferred schools’ can take away from the elephant in the room — the fallacy of this specific argument. It’s a convenient myth that masks inequities in the system, and that’s why parents will continue to do what they can to transfer their children to preferred institutions.

We cannot ignore the facts: In sought-after traditional high schools, the ones that rank high on performance indicator scales, resources are abundant, and there are more than enough opportunities to excel. It is in these schools that the ‘bloom where you are planted’ tune might ring true.

The argument that all schools are equal, and as such students should accept their lot, is spectacularly flawed.

The idea that any child, regardless of their environment, can thrive solely through personal grit and determination is not only naïve, but also misleading.

‘Bloom where you are planted’ conveniently shifts the blame from the policymakers, who should fix the systems that perpetuate inequality and inequity, onto the shoulders of the most vulnerable — the students.

The lie of equal opportunity ignores disparities in teaching, support, and outcomes between traditional and non-traditional schools. Quality of teaching, access to technology, crime, maladaptive behaviours, and social stigma vary dramatically depending on a school’s location and resources. This means some students will be left without the support they need to succeed. The notion that children can bloom in such conditions is nothing short of a cruel joke.

Sure, some students possess great resilience, allowing them to overcome the obstacles and succeed even in challenging environments. And, personal motivation, family support, and the human ability to adapt can lead to success despite external limitations. But to suggest that students should simply “bloom”, adapt, try harder, and ignore the inequities is wrong.

It is high time we abandon the fallacy that all schools are equal. It’s high time we stop blaming parents for wanting better for their children, especially when they have invested in extra classes, intervention strategies, and other means to give their children a chance at better, only to have them miss “better” by a few percentage points.

All students deserve access to the same opportunities. Our Government should ensure this by increased funding to under-resourced schools, teacher training and retention strategies, improved access to technology, and comprehensive support services where needed. Only then will we have an environment where every student has a genuine opportunity to thrive, and where parents won’t feel pressed to seek transfers.

So, rather than the usual brush-off from the ministry each year, we suggest that they use the data at hand, starting with the National Education Inspectorate reports, to make the necessary adjustments for an equitable secondary school system.

Let’s start there and work towards creating the system in which students have the opportunity to bloom, regardless of where they are planted.