4. Parental involvement

4.2. Parents' involvement in school governance

Enhancing family-school partnerships and increasing parent participation in educational decision-making can be highly effective for combatting early school leaving. Wide parental participation in decisions related to learning, as well as to the organisation of the school and its activities, promotes transparency and better adjustment to actual family needs of and creates a greater sense of shared responsibility around education. In most European countries, the role of parents within schools is recognised by law and their rights are guaranteed by regulatory provisions detailing the nature of these rights. There are procedures to ensure the rights of parents to participate in some forms of school decision-making processes, e.g. through representation of parents in school boards and councils. Parents are therefore encouraged to participate, via their elected representatives, in the different school bodies, notably school councils and class councils.

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

Brave’s Club: Zero Violence from age zero

To improve the school climate, a group of schools from the Learning Communities project decided to create the Brave’s Club. It is based on a “dialogical model of conflict prevention”. Since the Club started in 2014, it has made progress in eradicating school violence in both primary and secondary schools. This strategy is making it easier to bring together effective evidence-informed practices on preventing violence in classrooms in general, and more specifically, gender violence.

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

Subareas: 1.1. School culture and climate; 2.2. Teachers and their relationships with pupils and parents; 3.1. Well-being of learners; 3.2. Learners' participation in school life; 4.2. Parents' involvement in school governance; 5.4. Partnerships: Community organisations and civic society

Language: EN

Country: Spain

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

INCLUD-ED Book on Successful Educational Actions

This monograph analyses and describes successful educational actions with a specific focus on vulnerable groups. Concrete data that shows success in school performance is provided, as well as on children, teachers and families accounts of the impact of this success. Alongside, there is an analysis of the relationship between these children?s educational performance with their inclusion or exclusion from different areas of society. This monograph provides actions for success identified through the INCLUD-ED project, thus providing both, contrasted data and solid theoretical background and development. Some examples of these actions are interactive groups, extension of the learning time, homework clubs, tutored libraries, family and community educative participation, family education, or dialogic literary gatherings. All these actions have been defined as successful educational actions, which mean that they lead to both efficiency and equity. Finally, recommendations for policy and practice are included and discussed.

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

Subareas: 3.9. Targeted support: Migrants, Roma; 3.10. Targeted support - special educational needs and learning difficulties; 4.2. Parents' involvement in school governance; 4.3. Spaces for parents and involvement in educational activities

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; 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

Malmaskolan

To improve student success and prevent early school leaving, the Malmaskolan established a Student Health Team, comprised of a school nurse, a special education teacher, the principal, the school counselor, the leisure-time pedagogues, the study and career counselor, a social worker, the school physician and a school psychologist. Since 2005, this Health Team has been the core for the development of teaching at the school, and is a hub for both teaching and school development. They have open meetings thrice weekly where teachers can discuss issues, and where a wide range of potential measures to support students is identified.

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

Subareas: 1.1. School culture and climate; 2.1. Teacher skills and competences; 2.2. Teachers and their relationships with pupils and parents; 2.4. Well-being of teachers; 3.1. Well-being of learners; 3.2. Learners' participation in school life; 3.7. Monitoring learners at risk; 3.10. Targeted support - special educational needs and learning difficulties; 3.11. Targeted support - disadvantaged socio-economic background; 4.2. Parents' involvement in school governance; 5.1. Multidisciplinary teams

Language: EN

Country: Sweden

Nordic Projects to Combat School Dropout

The aim of the report Nordic Projects to Combat School Dropout is to improve and inspire new initiatives for young people, and to create enriching contacts between actors and organisations in the Nordic region.
The Nordic Web Resource on Dropout from Upper Secondary Education was a project commissioned by the Nordic Council of Ministers and run by the Nordic Welfare Centre between 2012 and 2015. The aim of the project was to compile good examples of initiatives aimed at increasing the proportion of young people in the Nordic region who complete upper secondary education.

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

Subareas: 1.1. School culture and climate; 1.2. School planning and monitoring; 1.3. School management; 1.4. Cooperation within education systems; 2.1. Teacher skills and competences; 2.2. Teachers and their relationships with pupils and parents; 2.3. Initial Teacher Education and Continuing Professional Development of teachers; 2.4. Well-being of teachers; 3.1. Well-being of learners; 3.2. Learners' participation in school life; 3.3. Career guidance and support; 3.4. Curriculum and learning paths; 3.5. Learning and assessment; 3.6. Extended and extra-curricular learning; 3.7. Monitoring learners at risk; 3.8. Targeted support - Language; 3.9. Targeted support: Migrants, Roma; 3.10. Targeted support - special educational needs and learning difficulties; 3.11. Targeted support - disadvantaged socio-economic background; 4.1. Communication and information; 4.2. Parents' involvement in school governance; 4.3. Spaces for parents and involvement in educational activities; 4.4. Family learning; 5.1. Multidisciplinary teams; 5.2. Stakeholders' networks; 5.3. Partnerships - employers and businesses; 5.4. Partnerships: Community organisations and civic society

Language: EN

Country: Denmark; Finland; Iceland; Norway; Sweden

Parental Involvement for Early School Leaving Prevention

This report seeks to inform and guide the short and medium term strategic planning of the 10 Urbact - PREVENT city municipalities and all other municipalities, local authorities and schools across Europe with regard to parental involvement in education for prevention of early school leaving. This review is based on an analysis of EU Commission and Council documents on ESL and social inclusion, a dialogue and ongoing consultation process with the 10 municipalities engaged in the Urbact - PREVENT project and it interrogates international research relevant to this area. PREVENT is funded by the EU Urbact programme.

Areas: 4. Parental involvement; 5. Stakeholders involvement

Subareas: 4.1. Communication and information; 4.2. Parents' involvement in school governance; 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; 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

Parents' Toolkit - suppport to parents at key stages of schooling

The Parents Toolkit aims to facilitate dialogue with parents in order to help them understand the challenges associated with the education of their children. The Parents? Toolkit contains a set of tools that facilitates the relationships between schools and families. The Toolkit is based on the principle of shared responsibility: parents are responsible for the education of their children; the school is responsible for the education of children and they must work together to create positive outcomes for children.

Area: 4. Parental involvement

Subareas: 4.1. Communication and information; 4.2. Parents' involvement in school governance; 4.3. Spaces for parents and involvement in educational activities

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

POTHOLES - parental engagement initiative in Ireland

The POTHOLES initiative is an excellent example of schools in Ireland reaching out to marginalised families beyond the traditional, formal methods of participation. The POTHOLES initiative was formed in January 2011 with the aim of helping parents of different background and cultures to meet with other parents from their own school and similar schools and share experiences. A key aim is to engage parents who perhaps may feel isolated or unfamiliar with the school system, involve them more closely in the school activities and decisions, and to introduce them to a range of learning opportunities.

Area: 4. Parental involvement

Subareas: 4.1. Communication and information; 4.2. Parents' involvement in school governance; 4.3. Spaces for parents and involvement in educational activities

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

PREVENT ethnicity migrants report

This report has been produced in the framework of the Urbact-PREVENT project, a network of 9 European city municipalities (Antwerp (Belgium-Flanders), Gijon (Spain), The Hague (Netherlands), Munich (Germany), Nantes (France), Sofia (Bulgaria), Stockholm (Sweden), Tallinn (Estonia), Usti (Czech Republic)) which aims at sharing experiences related to the involvement of parents in the prevention of early school leaving. The objective of this report is to inform future strategic planning at municipal level regarding early school leaving prevention and parental involvement in relation to ethnic minorities and migrants. This report is based on the responses of PREVENT municipalities, on site visits to the projects in municipalities and on international research in this area. It seeks to offer a basis to improve upon current strategic development in this area for the municipalities. PREVENT is funded by the EU Urbact programme.

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

Subareas: 3.9. Targeted support: Migrants, Roma; 4.1. Communication and information; 4.2. Parents' involvement in school governance; 4.3. Spaces for parents and involvement in educational activities

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; Bulgaria; Czech Republic; Denmark; Estonia; France; Netherlands; Spain; Sweden

PRINED - Inclusive Education in Slovakia

The project PRINED concerns the inclusion of children and pupils of socially disadvantaged background. The main aim of this project is to enhance the successful implementation of compulsory education.

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

Subareas: 2.2. Teachers and their relationships with pupils and parents; 2.3. Initial Teacher Education and Continuing Professional Development of teachers; 3.1. Well-being of learners; 3.3. Career guidance and support; 3.5. Learning and assessment; 3.6. Extended and extra-curricular learning; 3.7. Monitoring learners at risk; 3.10. Targeted support - special educational needs and learning difficulties; 3.11. Targeted support - disadvantaged socio-economic background; 4.2. Parents' involvement in school governance; 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: Slovakia

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