GAMAS promotes stronger father-child bonds through school routine

A 34-year-old man identified by his initials MY sent a bomb threat via WhatsApp to a teacher at SDN Srengseng Sawah 15 Pagi, a public morning elementary school in Jakarta, during the first day of the School Environment Orientation Period (MPLS). The message warned of bombs at 11 different locations within the school and instructed authorities not to involve the police. The incident took place on a day when many fathers were present at the school to accompany their children, part of a government initiative aimed at strengthening emotional ties between fathers and their children. The police responded swiftly, deploying the Gegana bomb squad and K-9 units to conduct a thorough search of the premises. Although no explosives were discovered and the suspect was arrested, the event left a profound impact on the students' sense of safety and well-being. In addition, the perpetrator's own child was affected, having to leave the school due to the trauma caused by the incident. The occurrence of this threat coincided with the implementation of the Father’s Movement to Accompany Children on the First Day of School (GAMAS), a program initiated by the Ministry of Population and Family Development (BKKBN) to encourage paternal involvement in early educational experiences. The initiative aims to foster closer relationships between fathers and their children, emphasizing the importance of parental presence beyond mere logistical assistance. According to child psychologist Gloria Siagian, the significance of GAMAS lies not only in the physical act of dropping off children but in ensuring that they truly feel the presence and engagement of their fathers. She emphasized that meaningful interaction involves active listening, understanding a child's emotions regarding new environments, and offering a sense of security. Conversely, if a father is disengaged, angry, or absorbed in technology, the intended purpose of the initiative is undermined. Siagian pointed out that fathers are often perceived as pillars of family stability, making their active participation crucial in helping children navigate unfamiliar settings confidently. When a father regularly exhibits anger or frustration, children may internalize these behaviors, associating emotional expression solely with negative actions. However, emotions themselves are neutral, and what requires attention is the management of behavior when these emotions surface. Expressing feelings is considered healthy, yet it must be done in ways that avoid harming others, particularly children. Therefore, both children and parents need support to cultivate healthier parenting practices. Schools play a vital role in this process, offering resources such as teacher support, guidance counselors, and principal involvement to assist children in reestablishing their sense of security and rebuilding trust in their surroundings, including their families and institutions. Ridho, a father who rises at 5 a.m. daily to transport his son to State Special School (SLBN) 02 Jakarta, exemplifies the commitment required under the GAMAS initiative. He rides a motorcycle with his child to school, viewing each journey as an opportunity to forge emotional connections. These small interactions hold deep significance when shared with someone whose presence matters greatly. For Ridho, the pursuit of better education for his son, who has an intellectual disability, represents a pathway toward eventual independence. His son, currently in grade seven, benefits from the structured learning environment, which aids in developing essential life skills. Ridho believes that whenever an opportunity arises for his child to access quality education, it should be seized, reinforcing the belief that education is instrumental in achieving self-sufficiency. The Ministry of Population and Family Development continues to promote initiatives like GAMAS and GEMAR, outlined in its Circular Letter No. 17 of 2026, aiming to enhance emotional and psychological bonds between fathers and their children. These programs are designed for continuous implementation, reflecting the ongoing efforts to ensure that parental engagement remains a priority in shaping children's early educational experiences. As these initiatives evolve, they underscore the broader societal recognition of the critical role fathers play in the emotional development and well-being of their children.