4. Parental involvement

4.1. Communication and information

Research has shown that the benefits of parental involvement depend largely on its quality. Schools have an important role to play in developing and maintaining communication and information flows with parents. Most European countries have legal provisions in place to ensure the right of parents to be informed about their children's schooling. However, this may not be very effective for parents and families that are most distant from the school culture. In addition to formal arrangements for communication, a set of complementary measures are needed, to reach different groups of parents, including those with different parenting styles and levels of 'distance' from the school.

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Resources ( Search all resources )

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: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: France

Bilingual Supportive Material for Migrant Children in Europe (AVIOR)

The Erasmus+ funded AVIOR project aimed to improve the basic numeracy and literacy skills of migrant children and reduce the achievement gap between native and non-native pupils, by using bilingual materials, improving teacher professional competence and enhancing migrant parental involvement. AVIOR ran from December 2016 until August 2019.

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

Subareas: 3.2. Learners' participation in school life; 3.4. Curriculum and learning paths; 3.8. Targeted support - Language; 3.9. Refugees, Migrants and Roma; 4.1. Communication and information

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; GA; HR; HU; IS; IT; LT; LV; MK; MT; NL; NO; PL; PT; RO; SK; SL; SR; SV; TR

Country: Croatia; Estonia; Germany; Greece; Italy; Netherlands

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.

Picture: Shutterstock.com

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

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

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

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.

Picture: Shutterstock.com

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: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

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. Refugees, Migrants and 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: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Belgium

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: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

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

Fuoriclasse model to tackle early school leaving

Fuoriclasse (Italy) is an integrated intervention model against early school leaving aimed at students, teachers and families. It offers activities to support motivation to study and learn, to ensure the full implementation of the right to education, as enshrined in the UN Convention on the Rights of the Child.

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

Subareas: 2.1. Teacher skills and competences; 2.4. Well-being of teachers; 3.1. Well-being of learners; 3.6. Extended and extra-curricular learning; 3.8. Targeted support - Language; 4.1. Communication and information

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; GA; HR; HU; IS; IT; LT; LV; MK; MT; NL; NO; PL; PT; RO; SK; SL; SR; SV; TR

Country: Italy

Guide for Roma School Mediators

The 'Guide for Roma school mediators/assistants', prepared by the Council of Europe, is aimed primarily at all categories of staff from the Roma community working to improve schooling conditions for Roma children. It is intended to provide staff with wide ranging tools and practical guidelines that can be adapted to different contexts. The guide considers the profiles of school mediators and assistants and their role in facilitating relations between the school and the Roma community(ies), between teachers and other school staff and parents of Roma children. The guides content is therefore designed to help improve the work of Roma school mediators and assistants and reduce the impact of any undesirable effects by providing structured day-to-day activity and highlighting aspects of mediation that are often not used in practice.

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

Subareas: 3.9. Refugees, Migrants and Roma; 4.1. Communication and information

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

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

Guide for working with Roma families

The 'Guide for working with Roma Families towards achieving the success of their children at school', developed in the context of the Lifelong Learning Programme project "Roma Families Get Involved", is available in English as well as in the languages of the countries taking part in the project (Bulgaria, Hungary, Romania and Spain). The Guide aims to provide guidance for professionals working on the ground to involve Roma families in the educational processes of their children. It presents a methodological tool for the intervention with Roma families in the school setting and proposes actions to overcome common obstacles, examples of good practices, warnings and things to avoid. It also explores the profile and competences for professionals working in the field.

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

Subareas: 3.9. Refugees, Migrants and Roma; 4.1. Communication and information

Language: BG; CZ; DA; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Bulgaria; Hungary; Romania; Spain

Home School Community Liaison Scheme

"It is clear from the Irish experience that educational initiatives based in schools can raise the educational level of the adults involved, and result in a general sense of empowerment in the local community. Parental involvement, especially in areas of socio-economic deprivation, does not just benefit the children and the school - it is a crucial aspect of lifelong learning" (Parents as Partners in Schooling, OECD 1997)

Areas: 1. School governance; 2. Teachers; 4. Parental involvement; 5. Stakeholders involvement

Subareas: 1.3. School management; 2.1. Teacher skills and competences; 2.2. Teachers and their relationships with pupils and parents; 4.1. Communication and information; 5.1. Multidisciplinary teams

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Ireland

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