By: Phanenca Babio, Inclusive Instruction Specialist
Numerous studies have found that parental involvement is a great predictor for student academic achievement (Fehrmann, P G. et al. 2015). Parents have high academic expectations for their children; therefore, it is important that educators and school administration work with parents to promote student’s academic success. In a study conducted by Goodall, J and Montgomery, C. 2014, the authors suggest that schools can no longer see parents as “passive recipients of information”, but instead they must be seen as active contributors to the academic experience of their children (Goodall, J & and Montgomery, C; 2014). Researchers have also found that when parents (especially parents of diverse cultural backgrounds) do not feel like contributors in their children’s education, they feel isolated and become distrustful of school staff and administrators, which negatively impact student’s academic performance (K Werner 2014; Mazama, A.; Lundy, G. 2012)
Creating a welcoming, supportive school environment will help foster trust among parents and school staff, which in turn will promote a positive learning community where students thrive and reach their academic potential (Goodall, J; Montgomery, C; 2014). As educators, it is important to keep in mind that communication with parents should be balanced. For example, parents should not only be contacted when their student misbehaves, but they should also be contacted when their student is doing well. Research shows that this form of partnership helps students thrive academically and develops their social and emotional skills.
Below are some recommendations that will help promote a healthy home school relationship to maximize student learning:
- Hold monthly / international potluck - Author’s breakfast
- School to Home Communication Notebook
- Google Classroom to share updates about classroom events/assignments
- Weekly phone updates
- Schedule Parent/Teacher conferences at convenient times for parents
- Provide parents interpreters to help them communicate with you regarding their children - Monthly/quarterly Movie, or pizza night
References:
Fehrmann, P. G., Keith, T. Z., & Reimers, T. M. (1987). Home influence on school learning: Direct and indirect effects of parental involvement on high school grades. The Journal of Educational Research, 80(6), 330-337.
Mazama, A., & Lundy, G. (2012). African American Homeschooling as Racial Protectionism. Journal Of Black Studies, 43(7), 723-748.
Werner, K. (2014). Teachers’ and Administrators’ Perceptions of Parental Involvement Practices of African American Parents in Urban Schools.