One user on the social network "Threads" poses a rather straightforward question: why do teachers need to receive gifts at all before the start of the school year? She ironically asks whether this is a hope that the child will receive more attention, or a belief that after receiving a gift, the teacher will perform their job better. For comparison, she mentions a bus driver, who isn’t given flowers for driving the bus properly and not crashing into a wall. In the comments section, it quickly becomes clear that this topic does not leave many parents, teachers, and even former students indifferent. Some believe that flowers are appropriate on September 1, rather than expensive gifts. Others remind that no one is forcing anyone to give gifts — if one does not want to, they do not have to. Thirdly, some think that the problem begins when ideas about joint gift cards, visits to a spa, or other more expensive gifts appear in parent chats. One commenter writes that on September 1, children with flowers in their hands look beautiful and festive — as if they are going on a date with their school. In her opinion, flowers create a festive mood for the students, parents, and teachers themselves. However, others find this tradition excessive. Someone in the comments notes: if teachers are given flowers on September 1, do teachers give flowers to parents on May 31 for the fact that children will be sitting at home for three months instead of at school? Teachers also join the discussion. Some emphasize that they do not ask for or expect gifts. One teacher writes in the comments: there is no need to give gifts, and she asks not to do so. Another adds that a normal teacher will not evaluate a child differently just because they did not bring flowers. Another educator emphasizes that she does not know a single teacher who would note which child brought flowers and which did not, to take that into account when grading. In her experience, teachers are much happier with a drawing, some small treat, or simply a sincere gesture than with expensive gifts. A particularly sharp discussion begins around the so-called "common gifts." One commenter writes that in the kindergarten chat, parents chip in for gifts, buy spa cards and flowers, and at Christmas, gifts are also given to the nanny, cleaner, and speech therapist. She admits that she has the money, but she no longer has the nerves to participate in such discussions. Another commenter notes that the main problem is created not by the teachers, but by the parents themselves. The volume and cost of gifts are often determined by the initiative of the parents, not the expectations of the teachers. If some parents start promoting large sums of money, it becomes difficult for others to refuse, because no one wants to be seen as the one who "does not want to participate." Several commenters emphasize the aspect of social inequality. Not all families have the same opportunities to participate in common gifts, and a child from a family for whom this is difficult may feel awkward. Someone writes that in a situation where "you need to chip in," a child who may not even have enough to eat at home will still try to participate with all their might, so as not to fall behind others. From the opposite side, there is an opinion that giving is not mandatory and should not be perceived as pressure. If someone wants to give flowers or some symbolic item — let them give. If they do not want to — let them not give. The problem begins when the choice of one family turns into an obligation for the entire class. The discussion also features very warm examples. One teacher shows a mug she received from her class — with a photo of the students and a personal message. She writes that she is happy and proud of such gifts because they are personal. She will buy a spa gift card for herself whenever and wherever she wants, but a particularly thoughtful item from students is a completely different feeling. Another teacher shares that at graduation, she received an album with photos, a teapot with children’s signatures, flowers, and treats. She emphasizes that such gifts were not expected or requested, but they were personal and came from the students themselves. In turn, another educator writes that every time she starts working with a new class, she informs the parents — she does not accept money or grand gifts. Over three years, this has allowed her to avoid scandals, and the most beautiful memories remain from the students’ drawings, small bouquets, or sweets that the children wanted to bring themselves. In the comments, the idea is repeatedly voiced that the main value is not the price of the gift, but the attitude. If a child brings a flower from the heart, it can be beautiful. If parents in the chat start competing with amounts and ideas, it no longer looks like gratitude, but rather as social pressure. Some commenters note that such a culture of gifting in Latvia has become particularly excessive in recent years. One woman who does not live in Latvia writes that she has never encountered such "madness" of gifting outside Latvia — there, a teacher is satisfied with flowers, and large gifts from parents are not accepted and not allowed. On the other hand, others remind that the work of a teacher is also hard, responsible, and emotionally exhausting. Therefore, gratitude in itself is not a bad thing. The question is only in the form — is it sincere and voluntary, or does it turn into an obligation, where parents no longer dare to say "no." Overall, the discussion shows that gifting teachers is no longer just a question of flowers on September 1. It has become a conversation about boundaries, the culture of parent chats, inequality, and how easily a good idea can turn into an uncomfortable obligation. And it seems that many commenters agree on at least one point: if a gift comes from the heart, it can be wonderful. But if it comes from pressure, comparison, or fear of falling behind others, then it is no longer a gift.