4. Parental involvement

Parents and families have the most direct and lasting impact on children’s learning and development. As the first educators of their children, they play a crucial role in their children's educational journey. A stimulating home environment that encourages learning as well as parental engagement in in-school activities are crucial for a child’s cognitive, social and emotional development. Playing with children or reading to them in their early years, helping with homework or discussing school life at home, taking part in parent-teacher meetings and other school activities will have positive and lasting effects on children's motivation to learn, their attention, behaviour and academic achievements. Parents' educational expectations for their children will also play a crucial role in shaping their children's learning. Building family-school partnerships and engaging parents as learning partners from the early years is therefore essential to improving children’s and young people’s development.

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Please note that for the moment the content on the resource pages is available in English only.

AFEV - support to fragile families through students-volunteers

AFEV is a French organisation that implements initiatives that put parents from disadvantaged socio-economic background at the centre of their approach. It is a non-profit organisation involved in the provision of parenting support in disadvantaged urban areas. AFEV has recruited a network of 8,000 students all across France who volunteer to provide temporary tutoring to parents.

Areas: 3. Support to learners; 4. Parental involvement

Subareas: 3.11. Targeted support - disadvantaged socio-economic background; 4.1. Communication and information

Language: EN

Country: France

Care to learn - UK scheme for childcare

The Care to Learn scheme in the UK-England can help with the cost of childcare, including deposit and registration fee, childcare taster session for up to 5 days, keeping childcare place over the summer holidays, and transport to the childcare provider. This paper provides a short description and results of the most recent evaluation of the measure.

Areas: 3. Support to learners; 4. Parental involvement

Subareas: 3.11. Targeted support - disadvantaged socio-economic background; 4.1. Communication and information

Language: EN

Country: United Kingdom

Checklist and recommendations for prevention of absenteeism and school drop-out

It is undeniable that medical, psychological, social, educational and legal interventions are required in a number of cases of truancy and early school leaving, but research also shows clearly that in all cases, school and teaching staff can have a decisive influence. This document comprises a checklist for self-assessment of schools, 59 detailed recommendations for improvement of school attendance, pupil engagement and school culture, as well as proposals for behaviour agreements and examples of questionnaires for teachers and parents. The recommended measures are primarily directed at the target group of teachers, principals and parents. The document has been translated from the manual by Nairz-Wirth, Feldmann, Diexer (2012): Handlungsempfehlungen für Lehrende, Schulleitung und Eltern zur erfolgreichen Prävention von Schulabsentismus und Schulabbruch.

Areas: 1. School governance; 2. Teachers; 3. Support to learners; 4. Parental involvement; 5. Stakeholders involvement

Subareas: 1.1. School culture and climate; 2.3. Initial Teacher Education and Continuing Professional Development of teachers; 3.1. Well-being of learners; 3.3. Career guidance and support; 3.4. Curriculum and learning paths; 3.6. Extended and extra-curricular learning; 3.7. Monitoring learners at risk; 4.1. Communication and information; 5.2. Stakeholders' networks

Language: EN; DE

Country: Austria

Choose Well - Help kids decide on their future

Making good choices regarding school subjects increases the chances of future success for students. This project involves parents and students in the process of making well-considered decisions about school subjects. It provides information on the Flemish education system.

Areas: 3. Support to learners; 4. Parental involvement; 5. Stakeholders involvement

Subareas: 3.2. Learners' participation in school life; 3.3. Career guidance and support; 3.4. Curriculum and learning paths; 3.9. Targeted support: Migrants, Roma; 4.1. Communication and information; 4.3. Spaces for parents and involvement in educational activities; 5.4. Partnerships: Community organisations and civic society

Language: EN; NL

Country: Belgium

Combating drop-out and early school leaving (ESL) in Serbia

UNICEF Serbia and the civil society organisation Centre for Education Policy with the support of the Ministry of Education, Science and Technological Development Republic of Serbia  implemented the project “Combating Early School Leaving in Serbia”.

This project aimed to contribute to decreasing drop-out and early school leaving of children and adolescents through development, establishment, and implementation of the school-based model for early identification of children at risk of dropping out and intervention in situations where dropping-out is taking place.

Combating drop-out and ESL in Serbia has been recognised as a policy priority area.  The Strategy for Education Development in Serbia 2020 (SEDS 2020) calls for the provision of high-quality education for all, an increase of students’ coverage and attainment at all levels of education by maintaining the relevance of education and increasing efficiency. The Strategy implementation is primarily focused on the development of human capital in Serbia, thus underlines importance of the inclusion of pupils from vulnerable and marginalised groups (Roma and children from poor families, children with disabilities and from rural areas etc.).

Areas: 1. School governance; 2. Teachers; 3. Support to learners; 4. Parental involvement

Subareas: 1.1. School culture and climate; 1.2. School planning and monitoring; 2.3. Initial Teacher Education and Continuing Professional Development of teachers; 3.4. Curriculum and learning paths; 3.7. Monitoring learners at risk; 3.11. Targeted support - disadvantaged socio-economic background; 5.1. Multidisciplinary teams

Language: EN

Country: Serbia

Community-Based Lifelong Learning Centres

NESET - Network of Experts on Social Aspects of Education and Training publishes reports for policy makers and practitioners interested in promoting equity and inclusion in education and training across the European Union. This paper seeks to examine strategies for establishing community based lifelong learning centres in EU Member States. It explores evidence and research on the benefits and advantages of establishing such centres, as well as the barriers and difficulties impeding both the establishment and effectiveness of such centres. The report concludes that community based lifelong learning centres can simultaneously provide instantiations of a range of key lifelong learning objectives, such as active citizenship, social cohesion/inclusion, personal and social fulfillment, intercultural dialogue, as well as employment pathways.

Areas: 4. Parental involvement; 5. Stakeholders involvement

Subareas: 4.1. Communication and information; 4.3. Spaces for parents and involvement in educational activities; 4.4. Family learning; 5.4. Partnerships: Community organisations and civic society

Language: EN

Country: Albania; Austria; Belgium; Bulgaria; Croatia; Cyprus; Czech Republic; Denmark; Estonia; Finland; Former Yugoslav Republic of Macedonia; France; Germany; Greece; Hungary; Iceland; Ireland; Italy; Latvia; Lithuania; Luxembourg; Malta; Netherlands; Norway; Poland; Portugal; Romania; Serbia; Slovakia; Slovenia; Spain; Sweden; Turkey; United Kingdom

E-Register Book

As in a number of other countries, Croatian education authorities have developed an electronic database of all students in primary and secondary schools. Called "e-matica", the database stores data on attendance and achievement. The system is centralised so the Ministry can use the data for different reports and statistics. Parents who register can also have access to information on their child's attendance and achievement rates. The example describes how the e-register can improve communication among the school, parents and pupils.

Areas: 2. Teachers; 4. Parental involvement

Subareas: 2.2. Teachers and their relationships with pupils and parents; 4.1. Communication and information

Language: EN

Country: Croatia

European Centre for Modern Languages

The ECML?s mission is to encourage excellence and innovation in language teaching and support its member states in the implementation of effective language education policies. It does so by bringing together language experts to develop innovative, research-informed solutions to challenges in language education. Through dialogue and exchange with relevant stakeholders the ECML acts as a pioneering institution and a catalyst for reform in the teaching and learning of languages.

Areas: 3. Support to learners; 4. Parental involvement

Subareas: 3.8. Targeted support - Language; 3.9. Targeted support: Migrants, Roma; 4.3. Spaces for parents and involvement in educational activities

Language: EN; FR

Country: Austria

European Network Against Bullying in Learning and Leisure Environments (ENABLE)

This project is designed to support the development of Social-Emotional Learning skills (SEL) for 11-14 year olds, and to promote Peer Support to tackle and reduce bullying. SEL Programmes improve the student's social, emotional and academic skills, which include more pro-social behaviour and positive attitudes toward the self and others, and lower levels of emotional distress. Peer support systems reduce the negative impact of bullying on victims and make it more acceptable for them to report it. It follows a whole-school approach which includes young people, staff, parents and the wider community. Thus, this programme is a departure from the two-dimensional view of bullying as victim and bully, and instead looks at the social and group dynamics in a school or leisure environment to address a range of factors which contribute to bullying. ENABLE has trained a team of Ambassadors in each participating country, who are available to provide information and guidance to any school or organisation wishing to implement the programme.

Areas: 1. School governance; 3. Support to learners; 4. Parental involvement; 5. Stakeholders involvement

Subareas: 1.1. School culture and climate; 3.1. Well-being of learners; 4.2. Parents' involvement in school governance

Language: EN

Country: Belgium; Croatia; Denmark; Greece; Romania; United Kingdom

FOLIOS - tool for tracking skills

FOLIOS is a new tool developed by the French Ministry of Education, which ensures continuous tracking of the skills obtained throughout a young person's educational path, including both academic and extracurricular skills. The objective of FOLIOS is to follow the pupils throughout their academic career. It is accessible to teachers, pupils, parents and families.

Areas: 2. Teachers; 3. Support to learners; 4. Parental involvement

Subareas: 2.2. Teachers and their relationships with pupils and parents; 3.5. Learning and assessment; 3.7. Monitoring learners at risk; 4.1. Communication and information

Language: EN

Country: France

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