The recent release of the international PISA (Programme for International Student Assessment) study has raised concerns, particularly in France, where it showed a decline in the academic skills of students. Political leaders have responded with worry, pointing to the findings as a signal of broader educational challenges. One notable point from the study was a 14-point drop in the level of parental interest in their children's education, prompting calls for reflection and action. In response to an appeal for public input, many parents expressed that they were already actively involved in their children's education, stating they did not wait for the PISA results to take part. Some emphasized that the responsibility of monitoring their children's learning is primarily the family's, rather than the school's. However, not all parents were satisfied with the current state of the education system. Several respondents highlighted issues within the public school system, including poor working conditions for teachers, lower recruitment standards, and a disconnect between what is taught in schools and what students need in real life. Others pointed to large class sizes and a shortage of teachers, which they believe hinder effective learning. Some parents described frustration with a system they feel is in disarray, and instead of offering support, they criticized teachers, which they argue does not help their children's progress. Many parents also cited personal challenges that make it difficult to be involved, such as demanding work schedules or being single parents, which limit their ability to support their children's education. These testimonies reveal ongoing tensions about the French school system. While parental involvement is important, the responses suggest that it cannot fix deeper, systemic problems. In fact, they argue, it may widen the gap between children whose parents have the resources and time to support them and those who do not.