Whether classmates outweigh parents in shaping academic success remains contested. I largely disagree, because parental influence establishes the foundations for learning, whereas class-based effects are secondary and context-dependent. Parents shape early habits, values, and expectations that endure across schooling, while classmates mainly affect short-term motivation and behaviour.

First, parents exert sustained control over learning conditions beyond the classroom. They organise routines, support literacy and numeracy, and signal the importance of effort and discipline. For instance, regular parental monitoring of homework and reading develops self-regulation, which strongly predicts achievement across subjects. This guidance accumulates over many years, making parental influence durable and transferable between teachers, classes, and schools.

Admittedly, classmates can influence engagement through norms, competition, and collaboration. Supportive groups may encourage participation and persistence, whereas disruptive ones can distract from study. Nevertheless, these effects fluctuate with class composition and age, and they are frequently moderated by parental supervision and school rules. As a result, classroom influence tends to amplify or weaken existing habits rather than create them independently.

In conclusion, although classmates shape daily experiences at school, parents have a stronger and more enduring impact on academic success. By establishing learning routines, values, and support systems at home, parents set educational trajectories that classmates merely modify. Therefore, I disagree to a large extent with the claim that classmates are more influential than parents.