As pupils across Britain prepare to return to the classroom, a growing number of African parents are looking thousands of miles away for extra academic support.
While some see it as a way to keep children academically engaged, others stress cultural reasons, and a few question whether it is necessary at all.
Nigerian parents in England and Scotland have spoken about why they believe many African families choose to seek extra teaching support from back home.
Eva Uche-Mark, a Sunderland-based Nigerian mum said she has no objections to the practice but questioned the motivations behind it.
“I do not have any negative thoughts regarding getting a lesson teacher from Nigeria to teach your kids here in the UK. My reservation is around why are we doing that? What’s the reason for that?”
The Project Manager argued that many parents act out of habit, comparing the UK system with Nigeria’s. “Back home kids were usually exposed to 10, 11, 12 subjects and still when they come back home they have loads of assignments. But here they try to provide holistic education so the child is not just gaining theoretical knowledge but also developing socially and physically.”
For some parents, however, the lighter workload remains troubling. “We just can’t wrap our heads around the fact that children here don’t have so many subjects, go out for breaks several times, and still come home without loads of assignments. It’s strange,” she admitted. “Because of how we are wired back home, we think our children are not getting enough, so let’s bombard them.”
Eva added that busy schedules also play a role. “Parents do not have the time to spend with their children doing school exercises, so they recruit a lesson teacher from Nigeria,” she said. She acknowledged she had tried it herself, but only during school holidays. “It wasn’t because I thought the education system here wasn’t doing enough, but simply to curb screen time and keep the children occupied until school resumed.”
Sunderland mother of two, Adebimpe Oluwuyiwa, said she contracted teachers from Nigeria during the long summer holiday only for the summer holiday.
“I believe that this long summer holiday is a long time for my son to just be at home without doing anything academic. Moreso, to get lesson teachers from here is actually very expensive because they all charge per hour. It will be so expensive for me, that’s why.”
Ms. Olumuyiwa said she was open to continuing with it during term time if it proved effective.
In the meantime, Kelechi Victor-Ejelonu said: “Nigerian teachers are already familiar with the British curriculum and have a versatile way of teaching, especially in Montessori methods,” she explained.
“I use them because they are thorough. They insist on knowledge gain and transfer and also very resilient. Nigerian teachers don’t get carried away by the little tricks kids sometimes use to avoid work, but instead patiently push them to truly grasp the lesson. On top of that, they bring in a strong cultural value of discipline and respect, which I think balances things beautifully.”
The Benefit Realisation Manager added that: “It means my children not only learn academically but also develop good character and work ethic, and that’s something I really appreciate.”
Meanwhile, a Sunderland-based Nigerian dad, Biodun Abioye (not his real name) echoed similar concerns about the UK’s lighter approach.
“In Africa, they drill them, they give them take-home assignments, they give them assignments that, in fact, it is even a difficult task for the parents at times. But here, that is not the case,” he said.
“At times, weekends, they don’t come home with any task. Imagine leaving your children to play endlessly term in- term out. The lesson keeps them active, sharp and well ahead. When we get assistance from home, it makes them do better.”
Another Sunderland-based dad, Oduwa O, said: “For me, I would rather support the African teachers we already have here,” he explained. “They understand the system, they live in the same environment as our children, and they can balance that with the discipline we expect from back home.”
He added that his choice was also about strengthening the community. “I know there are teachers here who need the support, so instead of sending money abroad, I would prefer to encourage them,” he said. “That way, my children still get the cultural grounding I want, while the teachers here also benefit.”
An Edinburgh-based Nigerian mom, Nanahauwa Yousef, explained that hiring tutors from Nigeria can be significantly cheaper than paying for private lessons in Britain. “I don’t think there’s a reason other than we want the best for our children. Imagine you have two or three children, that £50 would cover all of them with a teacher from abroad. Here, that amount would barely stretch.”
She added that supplementary teaching is a cultural priority for many African families. “Most of us, while growing up, attended extra lessons after school. I just feel it’s to support what is being taught in school.”
Nanahauwa also noted differences in educational values. “British parents here don’t usually pay for extra lessons, they prefer extra-curricular activities like football or basketball. But for us as Africans, education is the priority. Before all that, many would even choose private schools over public ones, just to make sure their children are ahead,” she said.
Naima Mcembe, a South African mother living in Edinburgh, said she struggles to understand why some African parents in the UK hire lesson teachers from abroad.
“It is not something common within my community,” she explained. “I cannot understand why people do it when everything children need is already available here. Schools provide enough support, and if more is needed, there are qualified teachers and tutoring services in the UK.”
She suggested that cost may be a factor for those choosing tutors from overseas, but warned that it could amount to little more than exploitation. “Maybe they are just looking for cheap labour,” she said. “But when you think about it, why go back home for something that you can already get here, with people trained in the British curriculum?”
Meanwhile, Gift Ojemeni, a UK Qualified Teacher (QTS), said she has seen first-hand how differences between the two systems shape parents’ decisions.
“In Nigeria, the focus is on a structured, rigorous curriculum with intensive drilling in core subjects like maths and English, daily homework, and regular testing,” she said. “Parents are used to that level of intensity. They see it as discipline and high standards.”
By contrast, she said, “UK schools prioritise inquiry-based learning and independent thinking. While this method is excellent for developing critical skills, it can feel less structured to parents accustomed to a different system. At times, parents tell me they worry their children are not being stretched enough.”
The Nigerian teacher believes this is why families increasingly turn to tutors back home. “These tutors provide a familiar teaching style, focusing on exam techniques and repetition, which reassures parents,” she explained. “They are often more affordable and they understand the cultural expectations African parents bring to education.” She added: “UK schools could bridge this gap by offering early diagnostic assessments, targeted stretch programmes, and in-school tutoring that mirrors what parents are seeking externally.
Incorporating African literature and history into the curriculum, and improving communication with parents, would also help children thrive academically while retaining their cultural identity.”
Despite concerns about teaching methods and educational support, UK statistics show that Black African pupils typically perform at or above national averages in key academic measures. In the 2022–2023 school year, Black African students secured an average Attainment 8 score of 48.7, compared to the overall average of 46.3 across all pupils.
Meanwhile, 69% of African pupils achieved a grade 4 or above in both English and Maths GCSEs, surpassing the commonly cited national average of around 65%.
When it comes to progression into higher education, Black African students also fare well. In 2018–2019, 66.9% of Black African young people went on to university by age 19, including 59.0% of those eligible for Free School Meals, compared to a baseline progression rate of 16.0% for all White British pupils.
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