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.
Communication needs be mutual, balanced and ongoing. On the one hand, it is important to make sure that parents and families understand what it is expected from them and how they contribute to their children's learning. They should be convinced that establishing a dialogue between themselves and the school is essential to increasing the educational success of their children. Schools need also to listen to the views of all parents, including parents who are less engaged in their children’s schooling.
Communication and information must be clear, and take into account the different cultural and economic backgrounds of each family. Communication channels need to be diversified and cater to heterogeneous groups of parents: they should allow a mutual exchange of information and sharing of experiences. This might include more formal approaches, such as inviting parents to meet teachers, or more informal initiatives, such as welcome sessions at the beginning of the school year (during which the school leaders and the teachers welcome parents and children informally and explain school rules). Open days and optional or festive activities can also help reinforce communication and mutual understanding. Parents may also benefit from sessions that have been organised to help explain the curriculum, the values and mission of the school and career guidance.
ICT tools can support communication with parents (e.g. use of e-diaries, text messages, newsletters, interactive websites, etc.), provided a clear language is used and it is accompanied by other measures and training on how to use it for school purposes. Inviting parents to observe classrooms for a limited time can also be beneficial for parents (who may feel reassured to see what happens in class and be inspired as to how to support their children at home); teachers (who can use these opportunities to establish dialogue with parents); and, learners (who are often more active in class when parents are present).
Targeted efforts may be needed to reach out to more distant parents and families, e.g. through personalised invitations, no matter whether the child is performing well or not in school. For example, outreach activities, cultural mediators, mentors and support from local NGOs may help facilitate communication with migrant or marginalised parents. Parents can often serve as a valuable resource and can support each other.
In order to build effective and positive communication with parents and families, it is essential for school leaders and teachers to develop relational and communication skills. The teacher training curriculum should also raise awareness on the importance of parental involvement and the need to acquire relational and communication expertise.
Information from surveys and data on school climate and relationships between learners, school, parents and teachers should be used to improve practices and increase quality in schools.
Find out more:
Borgovoni, F. , Montt, G., Parental Involvement in Selected PISA Countries and Economies, OECD Working Paper Number 73, OECD, Paris, 2012
OECD, Equity and Quality in Education: Supporting Disadvantaged Students and Schools, OECD, Paris, 2012
